Bishopston Comprehensive School by City and County of Swansea

BISHOPSTON COMPREHENSIVE SCHOOL PROSPECTUS 2010/2011 The Glebe Bishopston Swansea SA3 3JP Telephone (01792) 234121 Fax: (01792) 234808 E-Mail: bishopston.comprehensive.school@swansea-edunet.gov.uk Website: www.bishopston.swansea.sch.uk Number on School Roll: 1098 Coeducational Age Range: 11 to 16 HEADTEACHER Mr. I. P. Thompson B.Sc (Econ), NPQH GOVERNORS Chairman: Dr. E. Manson Vice Chairman: Mrs. P. Wilkins NAME C. C. K. Marsh Mrs. R. McNamara Mr. A. Novis Mrs N. Rees C. C. S. Waller Mrs. A. Andrew Mrs. H. Jones Dr. E. Manson Professor J. Roper Vacancy Vacancy Mrs C. Jacob Mr. S. Osborne Mrs. H. Parker Professor G. E. Jones Mr. M. Griffiths Mrs. A. Roberts Mrs. P. Quick Mrs. P. Wilkins

CATEGORY LEA LEA LEA LEA LEA Parent Parent Parent Parent Parent Parent Teacher Teacher Associate Staff Co-opted Co-opted Co-opted Co-opted Co-opted

TERM OF OFFICE 2010 - 2014 2010 - 2014 2006 - 2010 2010 - 2014 2008 - 2012 2008 - 2012 2008 - 2012 2007 - 2011 2007 - 2011

2006 - 2010 2010 - 2014 2007 - 2011 2007 - 2011 2010 - 2014 2010 - 2014 2008 - 2012 2008 - 2012

CONTENTS Page School aims...................................................................................... 1 Welcome ........................................................................................... 2 Introduction ...................................................................................... 3 School Admission Policy ................................................................ 4 The Curriculum: Curriculum Policy / Choices at 14+ / Curriculum Documents ............ 5 Assessment Procedure / Progress File ............................................. 6 Learning Support Department ........................................................... 7 Successmaker ................................................................................... 8 Careers and Work Related Education ............................................... 9 Health & Sex Education / Moral Education Homework and Assemblies/Collective Act of Worship ...................... 10 Subject Information: Art & Design ...................................................................................... 11 Business Studies ............................................................................... 12 Design Technology............................................................................ 13 Drama ............................................................................................... 14 English .............................................................................................. 15 - 16 French ............................................................................................... 17 Geography ........................................................................................ 18 History ............................................................................................... 19 Information and Communications Technology ................................. 20 – 23 Key Skills ........................................................................................... 24 Latin .................................................................................................. 25 Leisure and Tourism.......................................................................... 26 Mathematics ...................................................................................... 27 Media Studies ................................................................................... 28 Music ................................................................................................. 29 PE Department .................................................................................. 30 Religious Studies............................................................................... 31 Science ............................................................................................. 32 Spanish ............................................................................................. 33 Vocational ......................................................................................... 34 Welsh ................................................................................................ 35

Examinations Data ............................................................................ 36 – 41 School Procedures: School Behaviour / School Sessions / Absences .............................. 42 Attendance Statistics 09-10 / Academic Year / Charging and Remissions Policy ...................................................... 43 Care of Books / Monies and Lost Property / School Meals ............... 44 Care and Medication / Dental Treatment / Fire Alarm ....................... 45 School Uniform .................................................................................. 46 LEA Allowances / School Transport .................................................. 47 – 49 Complaints Procedure / Learning Resource Centre .......................... 50

School and the Community: Extra Curricular Activities / Transition KS2 to KS3 ............................ 51 – 52 16+ Transference / Community Links ................................................ 53 School Links / Industry Links ............................................................. 54

How to Find Us................................................................................... 55

SCHOOL AIMS

At Bishopston we aim to be: â&#x20AC;&#x2DC;an outstanding learning community founded upon mutual respectâ&#x20AC;&#x2122;

By creating a stable, supportive environment, our school strives to develop high expectations and positive attitudes to learning which will enable all pupils to fulfil their potential.

We place emphasis on high standards in every undertaking, whether academic, sporting, cultural or social and pupils are encouraged always to give of their best.

Each pupil, as an individual, is valued and we take care to provide a challenging, varied learning programme which caters for the individual needs of the pupil. We try to engender in each pupil a sense of his/her own self worth and a respect for the views and property of others.

We work to create a partnership with parents and the community beyond school to support pupils in their curricular and extra curricular experiences and to assist them to become young adults who are caring, contributing members of society.

Welcome for the Prospectus It is a real privilege as the Headteacher at Bishopston to welcome you to our School. We continue to be established as one of the highest achieving schools in Wales and are once again recognised in ‘Good School’ lists published by national newspapers. This is a huge compliment to the whole school community of staff, pupils, parents and Governors who have worked together in partnership to continue to improve standards in so many aspects of life in the school. Our school priorities clearly state our intention to strive for further improvement in all aspects of academic, personal, moral and social development for each pupil who passes through the school as part of their lifelong learning process. The outstanding external examination results achieved by our pupils are the result of high expectations, a very strong work ethic and the existence of a suitable climate for learning where respect, trust and commitment provide the basis for success. We pride ourselves in developing: ‘an outstanding learning community founded upon mutual respect’ Within a caring and friendly environment, where the pupils’ well being is paramount, opportunities are available to gain experiences through a wide and diverse curriculum providing a breadth and balance to facilitate an appropriate pathway for each individual to post-16 further education. This includes both academic and vocational courses to suit the aspirations of every pupil in the school including an option to follow the Welsh Baccalaureate. Within this we place a significant emphasis on the core elements including literacy, numeracy and ICT. Pupils are encouraged to participate in and give of their best in all aspects of school life. Central to the work of the school is the vast range of extra curricular activities which we offer. We encourage all pupils to take advantage of these opportunities to enhance their development as young people and broaden their life experience. With an ever increasing use of our superb sports facilities on the site there is a continuing drive to maintain our Community focus where the school plays a significant role in the life of people in the local area. This, combined with the well established links between ourselves, our partner primary schools and the post 16 educational establishments ensures that we are creating a life long learning experience with the school playing an important part in the pupils development. I hope our prospectus offers you an interesting insight into life at Bishopston. Further information is available on our school website (www.bishopston.swansea.sch.uk). I look forward to continuing to work in partnership with you to develop our school community over the coming years. I. P. Thompson Headteacher 2

INTRODUCTION Bishopston Comprehensive School is set in a large site on the Gower Peninsula, an area of outstanding natural beauty. Its population of approximately 1100 students, aged 11-16, is drawn principally from six partner Primary schools: Bishopston, Crwys, Knelston, Mayals, Newton and Pennard. Pupils care and guidance in Bishopston School is very child centred. Our aim is to provide appropriate support to enable each pupil to develop to his or her full potential. The school places a strong emphasis on high standards in every undertaking, whether academic, sporting, cultural or social. Pupils are expected to give their best at all times. Each pupil is equally valued, and care is taken to provide a challenging, varied learning programme which caters for the individual needs of the pupils. Staff and parents work in partnership to support pupils and to assist them to become competent, caring and respectful young adults who can contribute effectively to their community. On entry, pupils are placed in mixed ability registration groups which remain together throughout the five years of secondary education. As far as is possible, all forms have the same balance of boys and girls and are a mix of pupils from each partner primary school. A variety of teaching groupings is employed, determined by the needs of the curriculum area and the needs of pupils. Each year group has a Learning Manager who, with the team of Form Tutors, is responsible for the academic progress, behaviour and well being of the pupils in his/her care. During lessons, the pupils undertake a programme of work designed to underpin the curriculum. Pupils focus on and develop the Essential Learning Skills as well as decision making, critical thinking, communicating, self-assessment, target setting, developing a healthy life-style and sustainability and global citizenship. To help pupils organise themselves properly, the school provides a school planner which not only encourages good organisational skills but provides each pupil with a wealth of information on all aspects of school life. It is also a very valuable tool in enabling the school to keep in close contact with parents/guardians on the progress of each pupil and any concerns that might arise. The planners are signed by parents and countersigned by staff. Progress in the curriculum is monitored formally through a range of assessment procedures which include tests, examinations, curriculum monitoring exercises and school reports. The school has established a whole School Council made up of two elected pupils from each year and a senior member of staff. The Council meets regularly to discuss matters of importance to the pupils and, following debate, suggestions are put to the Headteacher/Leadership Team for approval and implementation. There are also Year Councils in each year group. The school also has a house system which aims to encourage social, cultural, aesthetic and sporting activities. There are four houses: Beaufort, De Breos, Penrice and Talbot. The form, with the form tutor, is placed in the same house. Particularly important events held annually include Sports Day and the School Eisteddfod, an event which features year and whole school competitions of a high standard.

SCHOOL ADMISSIONS POLICY (Please refer to the Information for Parents Secondary Schools Booklet 2011/2012)

The Local Education Authority, (the LEA) is the admitting authority for all county schools in the area. The Governing Body of Bishopston Comprehensive School has adopted the LEA admissions procedure, and is only allowed to admit up to the admissions limit for each year as shown below:Year 7 Year 8 Year 9 Year 10 Year 11

218 218 218 218 218

Each child about to transfer from primary to secondary education will be invited to apply for a place at the catchment school maintained by the LEA. Parents can either accept this initial offer in writing (by completing the form) or express a preference for a placement at an alternative school in writing on the same form. All children living within a schoolâ&#x20AC;&#x2122;s defined catchment area or Looked after Children will be prioritised for a place at the catchment area school as long as the parentsâ&#x20AC;&#x2122; request for a catchment place has been received in writing by the closing date for admissions, which is Tuesday 30th November 2010 (for Year 7 places). Once the school has allocated places up to its published admissions limit of 218 there will be no catchment place available. Pupils who move into the catchment area during the school year will be refused a place if the school has reached its limit. In 2009/10 there were 229 applications received by the school. Preferred placement requests will be granted where there are places available. If more applications have been received for any school than there are places available, the following order of priority will apply:1st priority

Children who have a brother or sister attending Bishopston at the date of their admission.

2nd priority

Children attending a designated partner primary school, but who live outside the catchment area.

3rd priority

Other children for whom criteria 1 and 2 above do not apply but for whom a place has been requested.

Where preferred placement requests exceed the places available priority will be given on the basis of walking distance between home and school (measured by computer) calculated as the nearest available walking route, children living closest having the highest priority. Admission arrangements for SEN Schools have a duty to admit pupils with a Statement of Special Educational Needs who have been placed in the school by the LEA. Arrangements will be coordinated by the SENCO in consultation with the Learning Manager and School Nurse. The date of the School Open Evening for all prospective pupils is Wednesday, 29th September 2010 at 7.00p.m. in the School Hall.

CURRICULUM POLICY The curriculum covers everything that is taught and learned in school. It includes all activities that contribute towards the intellectual, social, cultural, spiritual, moral and physical development of pupils. Our curriculum includes a whole school approach to the delivery of the six Key Learning Skills: Communication; ICT; Application of Number; Problem Solving; Working With Others and Improving Own Learning. They will help our young people acquire the skills most commonly needed for success in education, training, work and life in general. In Bishopston, the Year 7, 8 and 9 curriculum is made up of compulsory courses which are required by the National Curriculum and the local authority Policy Statement for the Curriculum. This balanced and broadly based curriculum offers a wide range of areas of learning and experience, aesthetic and creative, human and social, linguistic and literary, mathematical, moral, physical, scientific, spiritual and technological. The individual subjects are: English, Mathematics, Science, PE, Welsh, French, ICT, History, Geography, Religious Studies, Technology, Art, Music and Drama. The school curriculum embodies the requirements of the National Curriculum but is designed to offer maximum flexibility to pupils who are gifted in specific disciplines. The opportunity exists to study separate sciences, two or more modern languages and a range of subjects in the Creative Arts to GCSE level. All pupils are able to follow a full examination course in nine subjects, but there is an opportunity for some of our more academically able students to enter for extra subjects. Our curriculum is one which offers equal opportunities for boys and girls to study all the subjects which are being offered. It helps us to work towards forming a community based on mutual respect and trust. It enables us to make pupils aware of all forms of discrimination, in terms of sex, race, religion, social class and physical or mental handicap. By trying to raise awareness of all kinds of prejudices, we hope to develop more positive attitudes.

CHOICES AT 14+ The school policy of breadth and balance is continued at Key Stage 4. All pupils study English, Mathematics, Science, Welsh, Religious Studies, Physical Education and follow a Wales, Europe and the World Programme. Beyond that they must make choices encompassing a range of academic and vocational experiences in order to create individual learning pathways which best suit their abilities and career aspirations. To assist pupils in making their choices, the school provides advice and counselling on an individual and group basis. In February, Year 9 pupils attend an Options Fair which provides the opportunity to discuss details regarding each of the courses on offer with year 10 pupils currently studying them. They, and their parents, are also able to consult subject staff about the suitability/advisability of the proposed choices. Pupils are also assisted in their choices by subject and pastoral staff and early careers counselling is available.

CURRICULUM DOCUMENTS Detailed information about the curriculum and subject syllabuses may be inspected at the school by arrangement with the Headteacher or the Deputy Head.

ASSESSMENT PROCEDURE Subject teachers assess pupil progress in these areas:(a) (b) (c)

classwork - against NC attainment targets, homework/project work, behaviour and punctuality.

Formative and Summative Assessment takes place on a regular basis throughout the academic year. Each subject area has set criteria against which all pupils in the year group are assessed. Formal examinations are set in all subject areas during the summer term for Years 7, 8, 9 and 10. Year 11 sit 'mocks' in December. Year 10 sit â&#x20AC;&#x2DC;progressâ&#x20AC;&#x2122; tests in some subjects in class at the end of their first GCSE term. Pupils are regularly informed of their progress through a termly continuous assessment/monitoring system. Pupils have an opportunity to discuss their progress with their teacher and support is given to those who fall below their expected level of attainment. Parents, Form Tutors and Learning Managers are informed about pupils who underachieve. If a pupil fails to achieve set targets in several subjects or on a regular basis, the pupil is placed on report and teachers write an interim report on the pupil, outlining areas of concern. The Learning Manager or Deputy Head then contacts parents for a meeting to discuss the progress made by the child in each lesson. This report is also signed by the parents. Parents are informed of the progress of their child by means of an annual written report which may include exam marks. Year 9 also receive a summary sheet of their KS3 results. Year 10 and 11 receive single sheet progress reports and a full written report each year. Continuous assessment and monitoring systems are linked to the Planner. Parents' Evenings are held at once a year where teachers can discuss pupil progress with the parents of the pupil. PROGRESS FILE The Progress File aims to give credit for what pupils have achieved and experienced and to motivate pupils by involving them in the assessment, recording and reviewing of their personal development and progress. Progress file materials are used throughout the key stages with an online module delivered in Careers lessons in Key Stage 4. In Years 7 and 8, pupils are continuously assessed; they regularly discuss their strengths and weaknesses with subject teachers and form teachers and are encouraged to set clear targets for progress. In Year 9, this process is developed further; pupils are asked to look further ahead and to begin to identify targets in relation to possible future career interests. Development and progress are reported to parents on one occasion each year in formative reports. Each subject page in the report book contains information about the pupil's progress in relation to specific skills and areas of knowledge which have been identified as central to the subject. It is the means by which a pupil's progress through the National Curriculum is reported. The book also contains a Form Tutor's page and parents' reply slip. The second report is a broadsheet style. Each pupil in Year 11 is presented with a Progress File detailing achievements in the courses followed and in extra curricular and outside school activities. It contains the pupil's own statement of his/her skills, qualities and interests, a curriculum vitae and an individual career action plan. 6

LEARNING SUPPORT DEPARTMENT The Learning Support Department plays a major role in the identification, assessment, monitoring and provision for pupils with special educational needs. In doing so the department works according to the Code of Practice for SEN and liaises closely with colleagues, parents, primary schools and external agencies. In years 7 â&#x20AC;&#x201C; 9 the department provides small group tuition in literacy skills, French and Welsh, through withdrawal from mainstream modern languages. Some children may also receive their English and Mathematics lessons in small groups which allows for greater scope in delivering the National Curriculum according to individual needs and permits a high degree of teacher attention. In years 10 and 11 pupils may follow a course which leads to an ASDAN Award. Pupils will be awarded a Certificate of Personal Effectiveness (COPE) Level 1 which is equivalent to a GCSE E grade or Level 2 which is equivalent to a GCSE grade B. Pupils can also study vocational BTEC courses e.g. Construction, Sport and Active Leisure, Land Based Studies. Colleagues are advised on the specific strengths and needs of individual pupils so that they may implement strategies to support them in the mainstream, mixed ability classroom. The department also provides In-Service training for colleagues on special needs issues. In line with the Access to Learning Service of the City and County of Swansea the school has implemented a 'Dyslexia Friendly' Policy and has undertaken training in the speech and language friendly schools initiative. The department is well resourced with a network of computers and an interactive whiteboard.

SUCCESSMAKER - A key to progress in Numeracy and Literacy SuccessMaker is an example of an integrated learning programme which caters for the individualâ&#x20AC;&#x2122;s learning needs. The purpose of SuccessMaker is to improve the literacy and numeracy skills of pupils at Key Stage 3 and 4 at Bishopston Comprehensive. It has an important role to play in supporting the whole school curriculum by enhancing these basic skills. The pupils identified to take part in the programme are selected through a number of avenues including subject teacher referrals and parental requests. In addition last year SuccessMaker was extended to include a short focused programme for able and talented pupils who required support in a specific area. This received a very positive response and will be repeated in the future. SuccessMaker sessions take place in a designated ICT suite which is located in the new Community Sports Hall. The room is visual and inviting and provides a non threatening secure environment in which pupils can learn. Pupils complete twenty sessions over a five week period and pupils are extracted across the curriculum to attend the sessions. The programme encourages independent learning and progression. The use of headphones allows pupils to work, in a focused manner, at their own pace.

The SuccessMaker program is supported by a number of reports providing valuable information to teaching staff. These reports can also be used, where appropriate to provide feedback to the pupils. Additional resources such as Spelling Memos and Skill Booklets, have been developed to reinforce learning and aid in the transfer of skills from the SuccessMaker sessions into the classroom. Success is celebrated with the use of Certificates, a Photo Gallery, Star Pupil Awards and a number of internal competitions which maintain an element of competitiveness amongst the students. At the end of the twenty sessions pupils have the opportunity to reflect on their personal experience of SuccessMaker through the completion of an Evaluation Form. Mrs. A Jenkins oversees the programme and is responsible for all aspects of its delivery. The scheme has only been running for a couple of years but it is already paying dividends. Pupils are enthusiastic and keen to participate. Many children actively seek to sign up for further sessions which may include lunchtimes. SuccessMaker is now firmly embedded in the school curriculum as a means of raising achievement and building confidence with many students across the age and ability range. Additional information on SuccessMaker is available via the R.M website www.rm.com

CAREERS & WORK RELATED EDUCATION Careers education commences in Year 8 and is integrated into pastoral lessons in each year. In addition Careers is a module in the carousel of lessons in the Wales, Europe and the World programme at Key Stage 4. These lessons have been written in line with the statutory guidelines described in the ACCAC, CEG and WRE publications. Mr A. Bartley has a specific whole school responsibility for coordinating Careers and Work Related Education in Bishopston. Careers guidance interviews take place with Mrs. S. Hughes, Careers Adviser where pupils have the opportunity to discuss their career ideas and aspirations and to place them within the context of their abilities, skills and interests. Impartial and up to date information, advice and guidance will help pupils to make informed and realistic decisions. Parents are welcome to attend these guidance interviews. During the interview a â&#x20AC;&#x153;moving forwardâ&#x20AC;? plan is negotiated and agreed between the adviser and the pupil based on their discussion and outlining future steps and action to be taken. Work Related Education provision such as the Industry Days for Year 9 and Dynamo entrepreneurship and other WRE activities are held on a regular basis. WRE also exists within other departments in the school. Towards the end of Year 10, pupils are encouraged to participate in a one week work experience placement of their choice. This is supported by a one week school based experience covering aspects such as Health and Safety, First Aid, volunteering and enterprise activity. A selection of Progress File materials are used in Key Stage 3. At Key Stage 4 Progress Files are delivered through a series of on-line computer based lessons within the Careers Module of work. Careers information is available from the careers room and in a specific section in the main library. There are also a number of career related databases available on the school computer networks e.g. Keyclips, KUDOS, Higher Ideas and PROBE. There are links to Careers and Work related education through the school website. All pupils are registered on Careers Wales website www.careerswales.com outlining comprehensive information on careers, progress files and key transition points.

Pupil Destinations Year 11 2010 By June 2010 all Year 11 students had provisionally secured Post 16 placements in either Further Education, employment or training. Final destinations will be available late October 2010.

HEALTH AND SEX EDUCATION A well-defined programme for health and sex education is introduced to pupils through the five year pupil well being programme, science lessons in Key Stage 3 and WEW lessons in Key Stage 4. As well as written material and videos, the expertise of outside agencies is called upon when the need arises. The Governors have approved a suitable scheme of work which is available at school for inspection, or if required, for further discussion with the Headteacher. MORAL EDUCATION The whole curriculum and the ethos of the school help to develop a moral code and encourage pupils to reflect on personal and social issues which bear on religious and moral values. Moral issues are highlighted and discussed in pastoral lessons. HOMEWORK All pupils will be given homework and the amount will increase as they progress through the school. Homework is considered to be an integral part of the learning process which encourages independent work habits and fosters a spirit of personal responsibility for the pupil's own learning. All pupils are provided with a personal planner which enables them to organise themselves properly. All relevant information concerning course work or homework is recorded in the planner. Parents and form tutors sign the planners on a weekly basis. Progress is monitored by subject tutors, form tutors and parents. Difficulties that arise are dealt with immediately. Excellence in attitude or attainment is recognised by a merit system in Key Stage 3 and a points system in Key Stage 4. For GCSE, the choice of subjects dictates the pattern of homework. ASSEMBLIES / COLLECTIVE ACT OF WORSHIP There are two assemblies for each year group every week, in addition to form assemblies on the other three days. One year group assembly is taken by a senior member of staff to enable the team of form tutors to meet to discuss pupil progress and welfare. For the other assembly, each form in turn takes responsibility for preparing a topic for presentation to the rest of the year group. These experiences help to build pupilsâ&#x20AC;&#x2122; confidence, but also enable them to share their views/matters of concern with their peers. When pupils are not involved in assemblies they use the registration time by either involvement in literacy projects or essential matters of personal development or school administration. Parents have the right to withdraw their child from collective worship assemblies and alternative provision for those pupils will be arranged.

ART & DESIGN The Art Department provides pupils in mixed ability classes at KS3 and KS4 with exciting opportunities to explore and develop creative and technical skills. Pupils are also encouraged to appreciate the work of different cultures and artists and to express their own thoughts, ideas and feelings. In years 7 to 9, pupils follow a balanced and creative course of study in which they incrementally develop a variety of skills based on observation and imagination. All pupils are encouraged to explore a range of media and techniques, including painting and drawing, mixed media, 3D, ceramics, textiles and design work. Pupils can also participate in extra curricular art work which can involve: Art Club, set design, costume design, art work for school productions and various events and competitions throughout the year. Pupils also enjoy the opportunity to work with professional artists. The GCSE course allows pupils to build on previous experience and develop exciting, varied and personal work. A. SYKES

BUSINESS STUDIES

At the end of Year 9, pupils may opt to study for Business Studies in Year 10 and 11. At the present time, the following course is offered: Business Studies GCSE This is a modular course comprising of Business Studies and some Information Technology. The course aims to provide a foundation in Business and Technological education and encourages an experiential, practical and student-centred approach to using the business community as a resource for study. There is an exam at the end of Year 11 with a timed assessment element also being submitted. The timed assessment takes the form of launching a business and is presented as a small business plan. I. SELMAN

DESIGN & TECHNOLOGY

In a world that is constantly changing, the place of Technology in its widest possible sense increasingly impacts on our lives. At Bishopston we aim to give our pupils as wide an experience that will best prepare them for the fast moving technological world that awaits them. At KS3 (Years 7- 9) the course is designed to present pupils with challenging projects and modules that will provide them with an opportunity to express themselves through design solutions in a wide variety of materials. Pupils will experience design and make activities using traditional methods of construction as well as computer generated CAD/CAM manufacture. At the end of each module pupils will be encouraged to evaluate their design work and make value judgements against agreed criteria. They will be expected to work safely and to use their initiative to develop and enhance their design thinking. At KS4 (Years 10-11) the following GCSE options are currently available:•

Textiles

•

Resistant Materials

•

Systems and Control / Electronics

•

Hospitality & Catering

G. CARTWRIGHT

DRAMA Drama is a subject in its own right which benefits the whole of the school curriculum in one way or another. Through a well structured, varied course, pupils develop their self-confidence, self-discipline and co-operative skills, as well as the ability to express themselves clearly in a wide variety of situations. In years 7 – 9 pupils have one hour lesson each week which teaches dramatic skills such as mime, movement, voice and speech, improvisation, text work, character work and technical skills. There are also many opportunities for pupils to perform in front of an audience other than that of their own form: • • • •

Every year the school has an Eisteddfod which offers both compulsory and voluntary competitions for years 7 – 9. There is at least one annual carol concert which incorporates a great many pupil presentations. There is a major summer production every year. There are many additional chances for pupils to perform in assembly presentations to their year group and sometimes other year groups.

In years 10 and 11 Drama is offered as a G.C.S.E. subject along with Performing Arts. In these two examination years there are additional opportunities to perform in exam presentations and one off scripted pieces for a specified audience. The Drama department also run a number of theatre trips a year for a variety of year groups. In the older years pupils are also encouraged to audition for outside agencies such as the West Glamorgan Youth Theatre, The National Youth Theatre of Wales and even film/television casting directors when the opportunities arise. A. J. DENNIS

ENGLISH

At Key Stage 3 pupils receive three or four lessons a week, in which their skills in reading, writing and oracy are fostered in lessons which engage and challenge pupils through a rich diet of group, pair and individual work, with a strong emphasis on thinking skills. We work closely with our primary colleagues to ensure a continuity of approach, so that pupils are already familiar with our teaching methods, ensuring that their transition from Key Stage 2 to Key Stage 3 is smooth. Work is organised into termly or half-termly units, at the centre of which is a ‘core-text’ – prose, poetry or drama - through which we aim to introduce pupils to the best in children’s literature, both classic and contemporary, from other cultures as well as our own. In addition, pupils’ love of literature is encouraged with a fortnightly timetabled library lesson, in which children have the opportunity to read for pleasure, selecting books from the wide selection of titles available in our well-stocked library. Spelling, grammar and punctuation skills are crucial to a child’s confidence in English and across the curriculum, and so pupils follow a structured language programme throughout the year: homework quizzes on Moodle are used to reinforce these skills, and our department works closely with Success Maker to ensure that pupils receive help tailored to their own particular needs with spelling and skills.

Furthermore, we encourage pupils to develop their knowledge about language, exploring the difference between spoken and written language, as well as preparing them to speak and write in response to a range of different media, for a range of audiences and purposes: wherever possible, real ones. In preparation for GCSE and the wider world pupils analyse an ever-increasing range of media texts and audio-visual resources, to develop their critical awareness of language and presentational devices.

Extra-curricular activities are encouraged. English staff run a range of clubs - readers’ club, BBC School Reporters’ Club, philosophy club – and whenever possible pupils take part in competitions such as the Times Spelling Bee and various writing competitions throughout the course of Key Stage 3. When curriculum time allows, trips are arranged to the theatre and cinema to enhance pupils’ experience and understanding of the texts they study. In addition to work completed in exercise books, each pupil will produce ‘core’ assessments, through which they are trained to work in the manner required for GCSE controlled assessments. Through these Key Stage 3 assessments pupils’ reading, writing and oracy skills are honed: pupils peer and self-assess and in so doing develop their critical awareness. Examinations further test pupils reading and writing skills; oracy is moderated throughout the year. At GCSE we currently follow the AQA English Language and Literature courses. A significant number of pupils continue in their study of either English Language or Literature at Advanced level and beyond. K. THOMAS

FRENCH French is taught to all pupils in Years 7, 8 and 9 with pupils receiving four hours of French per fortnight in Year 8 and three hours per fortnight in Years 7 and 9. In Year 7, all classes are mixed ability and the major emphasis is on the active skill of oracy as well as the passive skill of reading. Writing and grammar become more important in Years 8 and 9, although it is introduced in a fun way in Year 7. The target language, French, is used in all lessons and setting occurs at the very end of Year 7. The setting is based on end of year examination results plus continuous assessment during the course. Setting is flexible with regular departmental reviews resulting in appropriate movement between sets for certain pupils. We use a range of teaching resources, including the â&#x20AC;&#x2DC;Metroâ&#x20AC;&#x2122; textbook and pupil worksheets, which are well thought out, amusing and instructive. The textbooks we use are enjoyed by pupils and staff alike and they are further supplemented by resources created by members of the department. Pupils receive frequent homework and are formally assessed at the end of every topic. We try to make the learning of French as enjoyable as possible. We incorporate fun activities into the lessons such as singing French songs, playing language games, watching extracts of French films and using the interactive whiteboard. We encourage pupils to use ICT in French, we subscribe to French websites which the pupils can access both in school and at home and we are constantly increasing our e-mail links with other pupils in France. Moreover, we promote reading for pleasure and independent learning. Our aim is to help the young people of today to become fully aware of their role as Europeans, to value their own culture and that of their neighbours and to give them a viable means of communication. Learning one European community language thoroughly will enable them to learn further languages later on. Not only does the course in Years 7, 8 and 9 thoroughly prepare pupils in the skills which they will need for GCSE but it is meant to instil an interest in language learning which will hopefully continue with them throughout life. S. THOMAS

GEOGRAPHY

In Bishopston we teach a mixture of thematic and regional geography in line with the latest version of the National Curriculum. Work is organised into termly or half-termly topics which, in Year 7 include 'What is Geography?', 'Wales' and ‘The Restless Earth’. Teaching follows an investigative approach and pupils work in groups as well as learning individually. Fieldwork, the use of computers and DVD programmes supplement traditional teaching methods, along with active learning approaches, role plays, group work and so on. Pupil assessment is designed to arise naturally from teaching and takes the form of a mixture of continuous assessment and end of unit tests. The department also strives to improve pupils’ learning through the use of assessment feedback, self-assessment and peer review.

In Year 10 and 11, the pupils may opt to continue with Geography. Most pupils who do so follow the WJEC Avery Hill Course, leading to a GCSE in the subject. This leads to many opting for the subject at Advanced Level. S. OSBORNE

HISTORY History is an exciting and stimulating experience which has something to offer all enquiring minds. It is taught very differently to how it used to be as the diagram shows: History in the old days ONLY DATES, DICTATION & NOTES!!!

Investigation Problem Solving Decision Making

HISTORY TODAY

Evidence

Role Play

Skills

Internet

Site Visits

At Key Stage 3 pupils follow a chronological study of Wales and Britain from 1000-2000. Topics include the Black Death, Henry VIII, the English Civil War, Industrial Swansea, Trench Warfare and Swansea during the Second World War. GCSE history builds on the experience and skills acquired at Key Stage 3. Topics studied include Germany 1929-47; Medicine Through Time; and Sport, Leisure and Tourism since 1900. At both Key Stages we work hard to stimulate an interest in the past. A significant number of our students continue their studies at Advanced and Degree level. C. JACOB

INFORMATION AND COMMUNICATION TECHNOLOGY â&#x20AC;&#x201C; KEY STAGE 3

Throughout Years 7, 8 and 9 pupils are taught one discrete ICT lesson a week. The main objective is for the pupils to acquire and consolidate skills in a number of areas by the use of software packages. These packages include:

Word Processing and Desk Top Publishing (Communicating Information) Database Software (Data Handling) Spreadsheets (Modelling) Presentation Software Web Site Design

Upon acquiring these skills pupils are encouraged to use the packages independently to solve a variety of problems in discrete ICT and also with a cross-curricular theme in other subjects. Pupils are awarded a National Curriculum level on completion of each year with Year 9 pupils also being entered for the Key Skills ICT qualification. Bishopston is equipped with a number of network suites that have Microsoft Office 2007, Macromedia and Serif software installed. I. EVANS

INFORMATION AND COMMUNICATION TECHNOLOGY (GCSE)

With the increasing development in Technology the use of computers is becoming far more common in the majority of work places. The GCSE allows pupils to further develop their ICT skills in preparation for further education and/or actual employment. The two year course incorporates 60% coursework and a final 40% for two written examination papers. The coursework is completed throughout the course with pupils completing a number of controlled assessments to highlight their ability in the following areas: Communicating Information (Desk Top Publishing) Data Handling File / Folder Management Internet / E-mail use Modelling Web Design The controlled assessments are completed in lessons using a computer under exam supervision. Once work is submitted it will be marked with no re-draft permitted. This is a significant modification to the course, making it more difficult to achieve high coursework marks. The two examination papers are set on a number of topics including the use of various software applications, ICT legislation and computing in industry. There is only one tier entry awarding the full range of grades from A* - G. The first paper may be taken at the end of year 10 with a resit option the following summer. The second paper must be taken at the end of the course with no opportunity to resit. I. EVANS

OCR Level 2 Nationals in ICT This year the ICT department are introducing a new vocational ICT qualification. At present over 100,000 UK students have registered with OCR Nationals and they have responded positively to gaining practical skills in a real-life context (such as developing web pages or working with digital images). The qualification is 100% coursework based with candidates required to complete a minimum of 2 units. If both units are completed then a points score equivalent to one GCSE is awarded (recognised in the DfES performance tables). Students are awarded Distinction (A*/A equivalent), Merit (A/B equivalent) or Pass (C equivalent). The initial units are ICT Skills for Business (a mandatory unit covering essential skills for the workplace such as email, spreadsheets and database management) and Creating Computer Graphics (this is not a mandatory unit with OCR but will be for the students selecting the course next year at Bishopston).

Appropriate candidates would also have the opportunity to attempt additional units from a list of 23 (including Web Site Design, Desktop Publishing, Spreadsheets, Databases, Creating Video, Design and Produce Multimedia Products). One additional unit is required for the equivalent of one GCSE, if a total of six units are completed then the equivalent of two GCSE’s are awarded. Please note: The high coursework demands require students to possess excellent organisational skills as well as an aptitude for ICT. If any of the Assessment Objectives (There are up to 6 for each unit) are not met then a ‘Pass’ cannot be achieved, hence no qualification may be awarded.

Course Overview

100% Coursework based

First Award (3 units) â&#x20AC;&#x201C; Equivalent to 1 GCSE (A* - C dependant on level of qualification)

Award (6 Units) â&#x20AC;&#x201C; Equivalent to 2 GCSEs (A* - C dependant on level of qualification) Units include: o o o o o o o o

ICT Skills for Business (Mandatory) Creating Computer Graphics (Compulsory at Bishopston) Web Page Design Desktop Publishing Spreadsheets Databases Creating Video Design and Produce Multimedia Products

The Award qualification requires 3 additional units of work and will not be appropriate for all pupils. http://www.ocrnationals.com/level2_ict.php I EVANS

KEY SKILLS What are the Key Learning Skills? Key Learning Skills are the essential skills that everyone needs to succeed in education and training, in work and in life in general. The Key Skills provide pupils with the opportunity to extend their learning and ability to learn to improve their academic progress and future chances of employment. There are 6 Key Learning Skills altogether. They are: Communication Information Technology Problem Solving

Application of Number Working With Others Improving Own Learning and Performance

We are committed to the delivery of these Key Learning Skills across the curriculum in all subject areas. We run a Key Skills week for Year 7 pupils in the Autumn Term to raise awareness of Key Skills. All pupils are entered for a qualification at either Level 1 or Level 2 for the Skills of Communication, ICT and Application of Number. This takes place during Year 9 through the assessment of a portfolio of work completed in lessons. Key Skills forms an important element of the Welsh Baccalaureate. Working with Others is assessed in Year 10 to complete the requirements of the Welsh Baccalaureate Qualification. P. R. CRITCHLEY

LATIN

Pupils have the opportunity to study Latin GCSE as an additional subject. Lessons take place at lunchtime and after school. We follow the Cambridge Latin Course. Its aims include: • • • •

to provide students with an insight into the structure of language and improve their command of their own language to develop a sound basis for the study of romance languages to read, understand and respond to Roman literature to acquire some understanding of the Civilisation of Ancient Rome

The study of Latin will provide a challenge for many pupils, demanding application and commitment. However, learning Latin will enhance the study of other languages and is also useful for medics, scientists and lawyers. J. PHILLIPS

LEISURE AND TOURISM GCSE

The Leisure and Tourism GCSE focuses on the provision of Leisure and Tourism facilities within Swansea and other key destinations around the world. This course encourages a student centred approach to learning together with the opportunity to apply knowledge of leisure and tourism industries in a vocationally relevant way. As a result, the students can gain an insight into related sectors, such as business, marketing, hospitality and catering, retail and customer service. Ultimately, students may develop their opportunities for progression into employment in the leisure and tourism industries or higher level qualifications in these or related sectors. The course consists of one exam taken in the Summer of Year 11 (40% of the final grade) and a controlled assessment (60% of the final grade). I. SELMAN

MATHEMATICS The National Curriculum in mathematics operates throughout the school. On entry to the school, pupils in Year 7 are taught in mixed ability forms for the first half term. In November a limited form of setting takes place, with an upper and lower group based on ability in Mathematics. These sets will operate until the end of Year 7. At the beginning of Year 8, pupils are set into five groups in each half-year. All courses lead to National Curriculum KS4 GCSE examinations. Pupils will be entered at one of two tiers for GCSE. The grades available at each tier are as follows: HIGHER TIER FOUNDATION TIER

GRADES A*, A, B, C, D. GRADES C, D, E, F, G.

It should be noted that the Higher Tier is aimed at pupils who are capable in mathematics and includes some work of a demanding nature. The Higher Tier caters for the majority of pupils and the Foundation Tier is aimed at those who find the subject very difficult. Those pupils in Accelerated Sets will be considered for early entry at GCSE. They will then embark on an Additional Mathematics Course for the remainder of Year 11.

A lunchtime maths fun club is available for pupils in Year 7 which helps develop numeracy skills. A maths clinic is also available for all year groups to discuss any difficulties they have. Pupils who are gifted in mathematics are encouraged to enter National Mathematics Challenges. Pupils who experience more severe difficulties are taught in small groups and will follow a course leading to the Foundation Tier at GCSE. C. DAVIES

MEDIA STUDIES Studying the Media involves watching, listening, reading, producing and responding to a range of media products. It is about investigating the people who make media products and looking in detail at how and why they were made. A media text is any modern media product which is the object of study. It could be a television programme, a science fiction film, a magazine or even a computer game. In Bishopston, Media Studies is taught at Key Stage 4 and can be taken as an option subject for GCSE or entry level pupils. Over the last few years the department has gone from strength to strength. Media Studies is an extremely successful subject at GCSE, with an A* C pass rate of over 80%. It is studied and enjoyed by pupils of all abilities and encourages pupils to develop their written, analytical and practical skills. Lessons are demanding yet interesting and taught using a range of audio-visual equipment with emphasis placed on encouraging pupils to use IT skills. G. MAUNDER

MUSIC

In Years 7, 8 and 9, all pupils pursue a course which will encourage them to enjoy, appreciate and participate in music in the years ahead. There is a strong emphasis on practical work which includes instrumental playing, singing and composing. Pupils also develop listening and aural skills as they learn to appreciate music from a wide range of styles and from different cultural traditions. The work in the lower school also provides a foundation which prepares pupils for GCSE if they decide to opt for the subject in Year 10. There is a large selection of keyboards and percussion instruments available for classroom use. The department also has several computers which are used for composing and music technology. Instrumental teachers visit the school and there are opportunities for pupils to learn a string, brass or woodwind instrument or take vocal lessons. Private lessons for guitar and drum kit are also organised.

Pupils are encouraged to take part in the many extra curricular activities which are organised. These include an orchestra, choir and wind group. During the last academic year pupils took part in the Carol Concert at All Saints' Church, Oystermouth, the School Eisteddfod, a St. David's Day Celebration and an Easter Concert at St. Teiloâ&#x20AC;&#x2122;s Church. In addition to our annual School Production in July, we also hold a summer concert in conjunction with the PTA. Pupils are encouraged to rehearse at home where possible on keyboards or visual keyboards on the internet. All worksheets and audio material used in class is available for pupils to download or print in the school library. P. ORRIN

PE DEPARTMENT The aim of the PE department is to make lessons varied, fulfilling and fun for everyone. To create an environment where pupils strive to develop their knowledge skills and understanding in order to reach their full potential. Pupils in Key Stage 3 follow four National Curriculum areas of experience: 1. Health Fitness and Well-being These activities are non competitive and aim to promote an active healthy lifestyle e.g. circuit training, aerobics, swimming. 2. Creative Activities Where pupils are given the opportunity to plan perform and evaluate e.g. gymnastics, trampolining, dance. 3. Adventurous Activities These activities are underpinned by problem solving, communication, leadership and teamwork e.g. orienteering, team building, initiative challenges, rescue and resuscitation. 4. Competitive Activities e.g. rugby, football, hockey, netball, tennis, athletics, rounders. Pupils in KS4 follow a similar programme of study and are given opportunities to develop different role e.g. performer, leader and official. They also have access to the new Activa Fitness Suite.

For those pupils keen to pursue a qualification in PE, pupils may now choose between GCSE PE and BTEC Level 2 Extended Certificate in Sport. Your teacher will be happy to advise you which course is most suitable. The PE department has a thriving extra-curricular programme, competing successfully in matches and tournaments. Numerous pupils go on to receive County, regional and national honours. C. RATTI 30

RELIGIOUS STUDIES The department encourages the study of world religions, offering students the opportunity to examine six major world faiths - Hinduism, Judaism, Buddhism, Christianity, Islam and Sikhism. We aim to develop an understanding of the beliefs and practices of others in order to develop tolerance and respect for those of different faiths. We also study creation stories from around the world in Year 8 and we explore the varied attitudes and rituals of different civilisations regarding death. We offer pupils experiences of religion through project work, drama, group presentations, visualisation exercises and discussions.

We aim to develop three main skills: knowledge and understanding of religious beliefs and practices; awareness of life experiences and the questions they raise; exploring and responding to religion and life experiences. Students are also encouraged to demonstrate the ability to empathise with others, and recognise the centrality of religion to people's lives. In Year 10 and 11 we offer a full course GCSE option, using the OCR examination board. We study the religion of Islam, and Christian perspectives on moral issues. The course offers pupils the opportunity to learn about the main features of Islamic life and worship â&#x20AC;&#x201C; so relevant in the twenty first century. Moreover they examine some very challenging and contemporary moral issues including racism and poverty. The Religious Studies department at Bishopston is non-partisan in approach, so that all religions are looked at respectfully and sensitively. This hopefully results in Bishopston students being tolerant, and educated in the fullest sense of the word. S. THOMAS

SCIENCE

Key Stage 3 is delivered via a general science approach. The New Revised Curriculum emphasises the need for children to become independent learners and to use Thinking Skills whilst undertaking their science studies. This Skills component is a significant and important section with the science curriculum and intends to build upon the child’s key stage 2 experiences. Pupils are awarded a science level towards the end of Year 9 which will indicate the child’s achievement over the three years study. The level will relate to the child’s success at understanding and incorporating the Thinking Skills within their work.

At Key Stage 4 pupils have the option to study one of the following: •

Core Science in year 10 and Additional Science in year 11, which collectively award two GCSE grades;

•

Separate Sciences which will include the Core, Additional and Extra Modules, which collectively award three separate GCSE grades;

•

Core science over the Year 10 and 11 duration. This course will award a single GCSE grade.

We strive to give pupils both a thorough and enjoyable experience in studying science with us at Bishopston. We are fortunate to have well equipped laboratories and committed staff to ensure that pupils receive an enjoyable learning experience. M. EVANS

SPANISH

An increasingly global language, Spanish is the most widely spoken after English and Chinese. Spain now plays a major role as one of Britainâ&#x20AC;&#x2122;s main trading partners and the increasing prominence of Latin America in the world of commerce and investment offers a wealth of career opportunities. Spanish is studied over a period of three years, commencing at the start of Year 9 and culminating in GCSE Spanish at the end of year eleven. The course is available only to those pupils who have been placed in upper sets for their study of French and Welsh in year eight. Through a range of stimulating language learning experiences using video, ICT, interactive activities and self-learning packages, pupils will develop the skills they need to communicate effectively in a wide range of life-situations. They are given every encouragement to use Spanish in the classroom and will gain a valuable insight into the rich culture of Spain and Latin America. Ultimately, our aim is to foster an interest in Spanish and the Hispanic world which will remain with our pupils beyond their time at Bishopston. M. LLOYD

VOCATIONAL COURSES (Not aligned with a department)

In line with the Learning Pathways agenda, a number of vocational courses have been introduced to recognise the diverse skills and interests of pupils in Bishopston. Learners are able to select from a wide range of options which suit their abilities and learning styles. The following vocational qualifications in addition to those noted in curriculum areas are primarily designed to prepare learners for employment or specific occupations by increasing their knowledge, skill or proficiency in related subjects. 1. 2. 3. 4.

Building and Construction Automotive Vehicle Maintenance Salon Services Land Based Studies

Awards in these subjects can be attained at Level and Level 2, equivalent to full GCSE grades. J. A. BIRD

WELSH All pupils are taught Welsh in Years 7, 8 and 9 and, in the first term we seek to extend the work of the primary school. We have assisted in the development of a ‘cwrs pontio’ – a bridging course for our primary feeders in order to assist them in ensuring consistency and development in the transition between KS2 and KS3. Our approach is child-centred and fulfils the demands of the National Curriculum. In Year 7, pupils are taught in their mixed ability form groupings, but we believe that banding enhances the opportunity for individuals to develop at their own pace and will seek to set the pupils into upper and lower band around Christmas. Banding in Years 8 and 9 is based on the end of year examination results plus continuous assessment during the course of the year. Regular departmental reviews ensure that pupils are progressing well in their groupings and pupil progress is monitored regularly.

Oral work is the dominant skill in KS3 but we recognise that speaking, listening, reading and writing are inter-dependant skills. Audio visual work is incorporated into our schemes of work which offers a further dimension to the work. With the introduction of greater interactive facilities within the department we have been able to utilise and further develop the ever increasing resources available through the medium of welsh via interactive technology. A trip to Glanllyn Urdd Camp at the beginning of year 8 enhances pupils’ experience of Welsh as a living language. Cultural experiences via visits, Urdd competitions and the school Eisteddfod ensure the enhancement of a whole Welsh educational experience. We hope to confirm that Welsh is a growing, lively and culturally interesting language, and that the ability to communicate through the medium of Welsh is extremely useful especially in the current employment climate where Welsh is actively encouraged as an additional skill. Diolch yn fawr. J. WILLIAMS

EXTERNAL EXAMINATION POLICY All pupils will be encouraged to sit at least 9 subjects at 16. The level of entry will be decided by the teacher in consultation with the pupil. Should there be concern about the level of entry parents' wishes will be accepted, provided a deposit of the amount of the exam fee is left with the school. This deposit will be forfeit if the pupil is not awarded a pass grade by the examining board. Pupils who fail to present themselves for any of the examinations for which they have been entered will be charged the examination fee. Provision will be made to enter pupils for additional subjects at the discretion of the Headteacher.

GCSE Exam Subjects 2010/11 Level GCSE:

Subject Art & Design Art Design Photography Biology Business Studies Catering and Hospitality Chemistry Design Tech / Electronic Products Design Tech / Resistant Materials Design Tech / Textiles Drama English English Literature French Geography History Home Economics - Child Development Information Technology Latin Mathematics Media Studies Music PE Physics Religious Studies Science Core and Additional Spanish Welsh * Performing Arts (optional with Drama)

Board AQA AQA WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC WJEC AQA WJEC OCR WJEC WJEC AQA EDEXCEL WJEC OCR WJEC WJEC WJEC WJEC

Vocational:

ICT Nationals Leisure and Tourism Building and Construction Sport & Leisure Level 1 Introductory Certificate Level 2 Extended Certificate in Sports Land Based Studies Automotive Vehicle Maintenance Salon Services Personal Effectiveness

OCR WJEC BTEC / OCN BTEC BTEC BTEC City & Guilds City & Guilds

Entry Level: English Short Course GCSE: Welsh Welsh Baccalaureate

ASDAN CoPE AWARD

WJEC WJEC WJEC 36

Full GCSE Subjects

No.

A*C 94 100 100 67 82 98 76 100 75 76 87 88 90 82 82 40 77 100 94 89 80 88 77 100 94 79 85 92 83

A*-G 55 5 55 46 17 55 25 4 12 38 199 190 58 74 89 15 62 5 49 200 39 16 78 55 53 145 135 24 12

A*-G 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 99.5 97.5 100 100 100 100 100 100 100 100

A* 20 3 21 1 0 9 6 4 1 1 21 14 15 18 20 0 18 1 14 67 5 1 9 25 11 1 7 8 7

A 14 2 23 9 5 31 4 0 3 15 43 51 16 11 19 0 12 2 10 48 7 4 18 18 16 17 29 6 1

B 9 0 7 13 5 10 0 0 4 8 55 44 12 14 25 3 9 1 14 28 12 6 17 11 18 32 35 3 0

C 9 0 4 8 4 4 9 0 1 5 55 58 9 18 9 3 9 1 8 36 8 3 16 1 5 65 44 5 2

D 2 0 0 9 3 1 5 0 3 6 20 18 5 8 8 1 6 0 2 9 4 2 17 0 3 23 13 2 2

E 1 0 0 4 0 0 1 0 0 3 4 4 1 5 7 5 3 0 0 9 1 0 1 0 0 3 7 0 0

F 0 0 0 1 0 0 0 0 0 0 1 1 0 0 1 3 2 0 0 2 1 0 0 0 0 4 0 0 0

G 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 1 1 0 0 0 0 0 0 0 0

U 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0

X 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

A*-C 52 5 55 31 14 54 19 4 8 29 174 167 52 61 73 6 48 5 46 179 32 14 60 55 50 115 115 22 10

% Values

328 18.1

434 24.0

395 21.8

399 22.0

172 9.5

59 3.3

16 0.9

7 0.4

2 0.1

0 0.0

1812 100

Cumulative % Values

18.1

42.1

63.8

85.8

95.3

98.6

99.5

99.9

100

0 4 0

0 6 0

0 5 0

0 0 83

1 1 17

0 0 2

0 0 0

0 94 92

0 15 81

1 16 100

100 100 100

19 9.5

35 17.5

74 37

49 24.5

15 7.5

7 3.5

1 0.5

0 0

177 100

100

% Values Cumulative % Values

9.5

27.0

64.0

88.5

96.0

100

0 0.00

6 42.8

4 28.6

1 7.1

3 21.4

0 0.0

42.8

71.4

78.5

100

Entries Art & Design Art & Design Photography Biology Business Studies Catering Chemistry D&T Resistant Materials D&T Systems & Control D&T Textiles Technology Drama English Language English Literature French Geography History HE Child Development Information Technology Latin Mathematics Further Mathematics Media Studies Music Physical Education Physics Religious Studies Science (core) Science Additional Spanish Welsh (Second Language)

55 5 55 46 17 55 25 4 12 38 199 190 58 74 89 15 62 5 49 201 40 16 78 55 53 145 135 24 12 1812

Short Course GCSE -Year 11 Information Technology SC Physical Education SC Welsh (Second Lang) SC

1 16 102

Full Course GCSE - Year 10 English Literature

200

AS Results Year 11

Science for Society

% Values Cumulative % Values Electronics

SUMMER 2010: GCSE GRADES A* - C OR EQUIVALENT No. of GCSE grades A* - C obtained

No of pupils

% of pupils with this total

Cumulative totals based on year cohort No of each % totals

11/12

0.5

9.5

102

122

146

154

4.5

162

174

86.1

3.5

177

88.5

2.5

182

3.5

189

94.5

0.5

198

200

100

School Examination Results : non GCSE - 2010 Entry Level – 2010 SUBJECT YEAR English Opt A 11

3 - Distinction -

2 - Merit 1

1 -Pass -

F - Fail Absent 0

TOTAL 1

10 pupils followed a vocational route with a reduced number of GCSE subjects. All 10 were successful in gaining the Level 1 or Level 2 - ASDAN CoPE award. The Level 1 carries 20 points per award i.e. E grade equivalent and the Level 2 is a B grade equivalent - 46 points. ASDAN -Certificate of Personal Effectiveness Award Level 1 2

No. of pupils 5 5

Points score 20 46

GCSE equivalent E B

Vocational Courses BTEC Introductory Certificate in Construction (Edexcel awarding body) This course was run by the Swansea Employment Training. Award Level 2 diploma

Entry 5

Pass with distinction 5

GCSE equivalent AAAA (208 points)

BTEC Introductory Certificate - Sport and Recreation This course was delivered by Mr. A. Thomas. Award GCSE equivalent Level 1

Entry 10

Pass FF (40)

Merit EE (54)

Distinction DD (68)

VRQ – Certificate in salon services (Hairdressing) This course was run by Swansea College. VRQ Pass

Pass (FG grades : 40 points) 3

Certificate in salon services

Key Skills Key Skills ICT.

Entry 161

Level 1 161

Level 2 0

A Level 1 attracts 18.8 points and a Level 2 is worth 34.4 points - equivalent to a C grade.

Summary of National Curriculum Assessment results of pupils in the school (2010) and nationally (2009) at the end of Key Stage 3 as a percentage of those eligible for assessment.

English Oracy Reading Writing

Cymraeg

Oracy Reading Writing

NO1

NO2

NO3

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

1 0

Mathematics

Science

0 0

Core Subject Indicator* School National

N D NO1 NO2 NO3 EP

69.68 61

Not awarded a level for reasons other than disapplication Disapplied under Sections 113 to 116 of the Education Act 2002 National Curriculum Outcome 1 National Curriculum Outcome 2 National Curriculum Outcome 3 Exceptional Performance Not exactly zero Percentage of pupils achieving Level 5 or above in English or Welsh (first language), Mathematics and Science in combination

Please note that because of rounding, figures may not always add up to 100%

Welsh Second Language Modern Foreign Language Design & Technology ICT History Geography Art & Design Music PE

N D NO1 NO2 NO3 EP

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

NO1 NO2 NO3 0

1 0

0 0

1 0

0 0

1 0

100

Please note that because of rounding, figures may not always add up to 100%

SCHOOL BEHAVIOUR POLICY (See our website www.bishopston.swansea.sch.uk High expectations and appropriate behaviour are a high priority within the school. Parents are required to read and sign acceptance of the Bishopston Partnership Agreement. Parents will also receive a copy of the school’s Behaviour Policy, where the principal aim is to ensure high standards of behaviour and positive attitudes within the school community, thus enabling effective learning (social and academic) to take place. Various sanctions are used to deal with inappropriate behaviour and these may consist of detention (with advance notice to parents if this is to occur after school), or additional assignments. Parental involvement is automatic in all cases where deemed necessary. Bullies will not be tolerated and are not welcome in our community. The school operates a very serious Anti-Smoking and Substance Misuse Policy. Smoking is prohibited anywhere on the school premises. Pupils who are found to be involved in substance abuse incidents or serious misbehaviour e.g. physical intimidation, physical violence or abuse directed at staff, theft etc. will be automatically excluded from school when the appropriate procedure will be followed. Anyone found dealing in illegal substances will be permanently excluded

SCHOOL SESSIONS for 2010/2011

08.40 1.15 2.05 15.05 15.12

School starts Lunch School starts School ends Buses leave

Registration Lesson 5

These are new times agreed for 2010/2011. ABSENCES The school operates a ‘first day absence’ call system. If your child is away, we ask you to phone the school on the first day of absence to let us know the reason and to indicate when he/she is likely to return. In the absence of such a call, we contact parents on the first day and then notify Form Teachers. Following an unexplained absence of three days the school will enquire of the parent by letter, telephone or a home visit by the Education Welfare Officer on behalf of the school. Requests for leave of absence for non-attendance other than for illness (e.g. music examinations, a wedding, a holiday) must be sent to the Headteacher prior to absence. The school has discretion to authorise absence for family holidays for up to 10 days only. However it is preferable that home and school co-operate to ensure regular attendance.

ATTENDANCE STATISTICS 2009-10

NUMBER ON ROLL

TIMES OPEN IN HALF DAYS

% OF SESSIONS MISSED DUE TO ALL ABSENCES

% OF SESSIONS MISSED DUE TO UNAUTHORISED ABSENCES

AUTUMN 2009

1083

142

6.5

0.3

SPRING 2010

1084

107

7.4

0.3

SUMMER 2010

1082

122

7.6

0.5

TERM

ACADEMIC YEAR 2010-2011

Half Term

September 1st - December 17th 2010 October 25th – 29th October

Half Term

January 4th – April 15th 2011 February 21st – 25th

Half Term

May 3rd - July 21st 2011 May 30th – 3rd June

Autumn Term Spring Term Summer Term ACADEMIC YEAR 2011-2012

Half Term

September 2nd - December 23rd 2011 October 24th – 28th

Half Term

January 9th – March 30th 2012 February 13th – 17th

Half Term

April 16th - July 20th 2012 4th June – 8th June

Autumn Term Spring Term Summer Term

CHARGING AND REMISSIONS POLICY In conformity with the requirements of the Education Reform Act 1988, it is the policy of the Governing Body to levy no charge in respect of books, materials, equipment, instruments or incidental transport provided in connection with the curriculum or any courses taught at the school during school hours. The exception is where parents have indicated in advance their wish to either purchase the product or make a voluntary contribution. A charge will be made for activities wholly or mainly out of school hours which are not part of the school curriculum, and for board and lodging costs on residential visits, except where pupils are entitled to statutory remission. Parents may be asked to make voluntary contributions for school activities for which compulsory charges cannot be levied, but which can only be provided if there is sufficient voluntary funding, with the proviso that no pupil will be excluded from such an activity by reason of inability to pay. 43

CARE OF BOOKS With the constant increase in book prices, great care must be taken of text/exercise books issued via the school. Books should be covered and clearly marked with the pupil's own name and form. Damaged or lost text/exercise books will have to be paid for or replaced.

MONIES AND LOST PROPERTY Large sums of money should not be carried other than for social circumstances, e.g. excursion payments. Money should be carefully retained in a pocket or purse and not left in clothing or bags which are left in corridors. Pupils who do lose money or an item of clothing should contact either the school office or their form teacher. Unclaimed lost property is put out each term for parents and pupils to try to retrieve items. We are unable to store items long term, and therefore we donate unclaimed items in good condition to local charities. Expensive items of a personal nature such as jewellery, MP3 players, iPods etc. are not allowed in school and no responsibility will be accepted by the school should such items be lost during the school day. Similarly, whilst we accept that parents may wish their children to carry mobile phones for safety reasons, the school will not accept any liability if these are lost in school. The mobile phones should be switched off at all times and kept out of sight unless there is a real emergency. Inappropriate use of mobile phones will be taken very seriously, particularly the use of cameras on the school premises.

SCHOOL MEALS The school operates a cafeteria system (snack foods can be pre-ordered) and pupils bring approximately ÂŁ2.00 daily to ensure that they have a choice of available foodstuff. Alternatively, pupils bring their own packed lunch. All food must be eaten in designated areas. Pupils taking school meals must remain on the school premises during the lunch hour. The only pupils who are allowed to leave the premises during the lunch hour are those who live within walking distance and who have brought a letter from their parents to go home for lunch. A pupil's poor or inappropriate conduct during lunch time can result in exclusion from school meals. Application forms for free meals can be obtained from the present primary school or from the Office Manager, Mrs. M. Box, at Bishopston Comprehensive.

CARE AND MEDICATION In the event of any injury pupils will be referred to our School Nurse who will contact parents where necessary. Equally, pupils who become ill during school time, parents will be contacted to transport them home. Parents are asked not to send pupils to school if they are ill. Pupils will not be allowed home without parental permission being obtained. Staff do not have the authority to administer any form of medication, including paracetamol. Similarly, pupils should not carry any form of medication around school. Any medication required to be taken during the school hours should be left with the School Nurse - with clear written instructions for their administration. Epipens and asthma inhalers can be carried by pupils themselves; a spare inhaler can be kept in the school office, labelled please with the pupil's name. The School Health programme provided by the local Health Authority is offered as follows:Year 8 Year 10

HPV Vaccination Tetanus, Polio, Diphtheria Boosters.

No vaccinations can be given without parental consent. Referrals for school medical examinations, hearing or vision assessments, are carried out only with written parental consent.

DENTAL TREATMENT Whenever possible, in your child's interest, dental and medical appointments should be made outside school hours. Pupils who have appointments in school hours must bring their appointment card or a parental letter to the form tutor, who will give them a leaving slip, which the pupil presents at the school office on exit. In addition, pupils must obtain an exit permit from the Assistant Head, Learning Manager or Form Tutor, which they should carry with them when off the premises. FIRE ALARM Fire drill is practised on a termly basis and fire instructions are visible in each room. Forms are acquainted with the correct procedure by their Form Tutors.

UNIFORM Our pupils are ambassadors for the school and are expected to dress and behave in a way that reflects the standards we seek to achieve. Their general appearance, including uniform should be smart and appropriate for school. If they are unable to wear the agreed uniform for any reason the school should be notified in writing by parents/guardians. Without a valid reason the school may send pupils home to change. STANDARD UNIFORM BOYS Gold Polo Shirt (with School badge) Bottle Green Sweatshirt (with School badge) Black tailored trousers available from school (denim, canvas or excessive flares are not appropriate ) Black school shoes (no trainers) Bottle green reversible or standard fleece PE KIT BOYS

STANDARD UNIFORM GIRLS Gold Polo Shirt (with School badge) Bottle Green Sweatshirt (with School badge) Black skirt or black tailored trousers available from school (denim, canvas or excessive flares are not appropriate) Black school shoes (no trainers) Bottle green reversible or standard fleece PE KIT GIRLS

GAMES (Rugby/Soccer/Tennis) Bottle green and gold PE top Bottle green shorts Bottle green and gold rugby jersey Bottle green and gold rugby socks Black school tracksuit (optional) Thermal Top (optional) Boots or trainers

GAMES (Hockey/Netball/Tennis) Bottle green and gold PE top Bottle green and gold rugby jersey Bottle green skort Bottle green and gold rugby socks Black school tracksuit (optional) Thermal Top (optional) Trainers

GYMNASTICS Bottle green and gold PE top Bottle green shorts

GYMNASTICS Bottle green and gold PE top Bottle green skort

SWIMMING Bathing trunks conventional (not surf shorts) Goggles Towel

SWIMMING Swimming costume conventional Swimming hat / goggles Towel

The majority of items are in stock and immediately available from the school office. During the school holidays uniform can be purchased from the office on Tuesdays and Wednesdays between 9.30 – 2.30 p.m. Please ensure all uniform is clearly marked with your child’s name. Pupils should also be reminded that: • On the grounds of Health and Safety the only jewellery that is appropriate for school is a watch. Other items of jewellery (including studded fashion belts) can be a safety hazard in P.E. lessons and around the school. • Denim, suede or leather coats and ‘hoodies’ are not allowed to be worn. Coats should be sensible, practical and blue, black or grey in colour. Multi-coloured coats or coats with large logos are not allowed. • Extreme haircuts or unnaturally coloured hair are not acceptable. • High-heeled shoes are a safety hazard with so many stairs in the school and consequently are inappropriate for school. • Make-up and nail varnish should not be worn. Please note that expensive personal items (ipods, mp3 players…) should not be bought to school. If mobile phones are carried by pupils they must remain switched off and out of sight throughout the day. The school will not accept any responsibility for these items should they be lost or damaged either in school or on the way to and from school.

LEA ALLOWANCES Applications for distinctive clothing should be made to the Office Manager Mrs. M. Box, at Bishopston Comprehensive School.

TRANSPORT Many pupils travel to school on school transport. School buses drop off pupils in the school yard in the morning, and in the afternoon pupils are supervised onto the buses by a team of staff. Pupils who misbehave on school transport may have their bus passes withdrawn. The LEA has issued guidance notes for pupils, parents and drivers. These policies are enforced. In the morning, some parents drop their children off at school. Parents are requested not to bring their cars onto the school yards or car parks because of the school buses and the amount of pedestrian traffic. The safety of the children must be our paramount concern. Equally, we ask parents not to park indiscriminately in the areas surrounding the school, as this causes traffic problems and therefore a potential difficulty for pupils and inconvenience for our neighbours. Transport is provided from the destinations stated on pages 47 and 48. statutory three mile requirement exists regarding free transport.

The present

The pattern and timings shown are for 2010/2011 and parents will be informed of any alterations for 2011/2012. Every effort is made to ensure that the bus timetables are maintained. However, it must be pointed out that the school can only accept the supervised responsibility of pupils on school premises for fifteen minutes before the commencement of, and fifteen minutes following the closure, of school. NB: The School has no part to play in the allocation of places on buses provided by the LEA for pupils who are entitled to them. Parents who secure preferred places for their child to attend Bishopston should be aware that there is no obligation to provide transport to and from the school by the LEA.

From Pennard – Veolia Pennard Drive/Linkside Drive Junction Bishopston Comprehensive

From Pennard - Veolia 714 08.15 08.25

From Three Crosses – First Cymru Wern The Poundffald, Three Crosses Joiners Road Chapel Road, Crwys Primary Tirmynydd Road, Fairwood Langrove, Cannisland Park Bishopston Comprehensive

Pennard Cliffs Linkside Drive Bishopston Comp

714A 08.10 08.15 08.25

From Three Crosses - Veolia 720 08.00 08.05 08.08 08.10 08.12 08.17 08.30

Blue Anchor Three Crosses,Poundffald Joiners Road Chapel Rd Crwys Primary Tirmynydd Rd, Fairwood Langrove, Cannisland Pk Bishopston Comp

721 08.00 08.05 08.08 08.10 08.12 08.17 08.30

From Newton – Swansea Bus Ltd 725 - 3 buses Langland Corner Bus Stop Southward Lane/Jct Groves Avenue St. Peter's Church, Caswell Road Caswell Road/Caswell Ave Junction Summerland Lane Bus Stop Woollacott Drive Murton Lane (Picket’s Mead) Slade Road Bishopston Comprehensive

08.03 08.05 08.07 08.09 08.11 08.13 08.15 08.17 08.30

From South Gower - Veolia Coaches Burry Green Scurlage Horton Penrice Oxwich Cross Oxwich Green Oxwich Cross Towers Penmaen Church Parkmill, Heritage Centre Pennard Church Kittle, Beaufort Arms Bishopston Comprehensive

*117 07.25 07.33 07.38 07.43 07.48 07.50 07.52 07.56 08.01 08.04 08.08 08.10 08.13

* Commercially operated service.

From Three Crosses / Parkmill – A. C. Jenkins 729 Gelli Hir Farm, Tirmynydd Rd Glen View, Cilonnen Penmynydd, Cilonnen (Times Pindarie, Cilonnen arranged by Rectory Cottage, Ilston Operator) Willoxton Farm, Lunnon 4, Lunnon Close Highlands, Ty Haf, Brig-y-Don, Lunnon Sandy Haven, Parkmill Green Cwm Cottage, Parkmill Bishopston Comp 8.30 From Rhossili – Let’s Go Travel 722 07.45

Rhossili Horton Port Eynon Scurlage Knelston Reynoldston Green Reynoldston Police Station Oxwich Towers Nicholaston Penmaen Parkmill Bishopston Comprehensive

723 07.40 07.45 07.55 07.57

07.55 07.57 08.00 08.02 08.03

08.02 08.05 08.06

08.09 08.20

08.20

From City Centre, Blackpill & West Cross - First Cymru Quadrant Bus Station Guildhall University (Mumbles Rd) Blackpill Lido Mumbles Rd (Llwynderw) Fairwood Road (Linden Tree) Mayals Green Top of Mayals Road Bishopston Comprehensive

*14A 07.45 07.50 07.53 07.55 07.57 08.00

*14A

08.03 08.10

08.23 08.30

*14

08.15 08.17 08.20 08.20 08.23 08.30

08.20 08.23 08.30

* Commercially operated service.

From Mayals – South Wales Transport (Neath) Ltd Mayals Road (top stop) Bishopston Comprehensive

744 08.22 08.30

COMPLAINTS PROCEDURE

If you are concerned about any aspect of your childâ&#x20AC;&#x2122;s education, we hope that you will contact us immediately. If this concern leads to a complaint, it should, in the first instance be referred to the Form or Subject Teacher, Curriculum Leader or Learning Manager. The staff will accept, as professionals that they are accountable and will be pleased to discuss matters with parents. If the matter cannot be dealt with at this level, it should be referred to the Assistant Head, Deputy Head or Headteacher who will investigate the matter and respond, arranging a meeting if necessary. If you are unhappy with the response, the matter should then be referred to one of the Governors of the school or to the Chair of Governors. He/she will conduct further investigations and respond. A meeting may be arranged if it is thought necessary. Matters which cannot be resolved in this way can then be referred to the LEA who have their own procedure, a copy of which is available from the Education Department in the Civic Centre. A full copy of the School Complaints Policy for parents/guardians and pupils is available on request from the school. LEARNING RESOURCE CENTRE The Learning Resource Centre is a well equipped department which is open to pupils and classes throughout the school day. The Centre remains open for pupil use until 4.30 p.m. each day except Fridays. Pupils are allowed to borrow books for up to three weeks. DVDâ&#x20AC;&#x2122;s are available on overnight loan.

EXTRA CURRICULAR ACTIVITIES ARTS There have been many exciting productions in the splendid Arts complex which has extensive lighting and sound equipment. There is much interest and talent in Art, Textiles, Dance, Music and Drama and pupils of all ages are encouraged to become involved in the many creative activities on offer. The rehearsals for these productions and the school orchestra are held after school. Pupils are also encouraged to attend the many residential courses provided by the county in the creative arts and many pupils have been or are prominent members of the County Youth Orchestra, Youth Theatre, Youth Choir and Youth Dance Company. SPORT The school has two fully equipped gymnasia, playing fields, tennis and netball courts which permit a wide range of summer and winter games. We also have ownership of a Sports Hall and Fitness Suite. This enhances considerably what we can offer pupils and the local community. The school teams compete with great success in local, city and county leagues and competitions. Training sessions are held during the lunch hour and after school. Pupils are also entered for golf, surfing, skiing, swimming and many other events throughout the year. CLUBS AND ACTIVITIES There are many clubs and activities held during the lunch-hour or after school. These include Orchestra, Choir, Chess, Maths Club (Year 7), Maths Clinic, Gymnastics, Cross Country, Basketball and Volleyball as well as the traditional sports and a number of others which pupils will be informed about when they arrive at school through our 5 x 60 Officer. Although some of these activities are held during the lunch hour the majority are after school and are of approximately one hour. Pupils must make their own arrangements for getting home. COMPETITIONS The school participates in a number of competitions throughout the year for example:

Year 11 pupils take part in the Geographical Association's annual national quiz, called the World Wise Quiz.

Pupils from years 7, 8 and 9 are chosen to participate in The Gnoll Park Challenge.

The Debating Club is for Years 9 and10 and Debating Teams have won the Rotary Club and "Youth Speaks" competition on several occasions.

The UKMT Mathematics Challenge is run throughout the year and able and talented mathematicians are entered.

We compete in the Chemical Olympiad which is an inter schools competition chaired by the Royal Society of Chemistry.

In addition we also enter a number of new competitions each year and pupils will be informed about these at the appropriate times. 51

EISTEDDFOD The school Eisteddfod provides a further opportunity for pupils to extend their involvement in all the creative arts. All pupils in Years 7-9 are encouraged to participate fully in a range of off and on-stage competitions to support their House. This celebration of St. David’s Day provides a wonderful showcase of our pupils’ talents and is followed up by our Welsh Evening for parents in March. OUTDOOR PURSUITS The school participates fully in the numerous Field Study and Outdoor Pursuit activities offered by the Authority (residential and non-residential). Members of Year 8 go to the Urdd camp at Glanllyn during the Autumn term. As well as school excursions within the UK, there are many trips abroad. The Rugby Football Team and Hockey Team operate an exchange visit with a number of schools in Canada. The French Department has a strong tradition of educational visits to France, more than 30 so far. There are also trips to Spain. Pupils in Year 9 go skiing each year. Staff give readily and generously of their time to enrich the experience of pupils. VISITS Pupils are taken to museums and theatres in Swansea, Cardiff, Bristol, Stratford and London. Pastoral staff organise visits to such places as an ice-rink, bowling alley, roller skating and Oakwood Park.

CHARITIES Vast amounts of money are raised for a wide range of charities by a variety of activities which include a sponsored cross-country run, pink accessory day for Breast Cancer, selling cakes and toast, discos, non-uniform days, carol singing and collection boxes in the lunch hour. The pupils regularly raise in excess of £10,000 each year for good causes. TRANSITION FROM KS2 TO KS3 Subject staff from English, Mathematics, Science and Welsh are linked with the subject coordinators in the six partner primary schools. We have also instituted meetings between Year 7 and Year 6 Form Tutors. We provide many opportunities for pupils and staff from our partner schools to visit Bishopston, to participate in activities and make use of specialist facilities. An open evening on Wednesday, 29th September, 2010 at 7.00 p.m. has been arranged for parents to see the school, meet the staff and view the work conducted in a range of curriculum areas. During the summer term, on Monday, 11th July, 2011 arrangements have been made for all new intake pupils to visit Bishopston for the day. They will be put into their form, meet their Form Tutor, Year Tutor and Senior Staff and will follow a typical timetable for the day. There will be a follow-up meeting in October 2010 when parents will have an opportunity to meet the Pastoral Team and talk to Form Tutors. 52

16+ TRANSFERENCE The school does not unfortunately have a Sixth Form. For those pupils who wish to continue with their education beyond the statutory age of leaving, provision is currently made for them to attend Gower College Swansea, Olchfa Comprehensive School or other schools with Sixth Form provision. Bishopston has well-developed links with these establishments and information is given through meetings, interviews and visits. Traditionally nearly all pupils proceed to further education. COMMUNITY LINKS The school has developed good links with the community and we are always looking at ways to expand our involvement. At present, we have links through:1.

Parents' Evenings - one a year for each year group and one for the new intake.

An Options Fair for Year 9 as well as an information evening for parents.

School productions involving music, drama and dance.

A wide variety of sporting activities and a Sports Day.

A Harvest Festival where the school supports Fair Trade as part of our Global Citizenship awareness.

A Carol Concert and a Golden Age Concert for members of the community.

Charity work. Pupils raise vast amounts for charity and either visit or invite people to school to receive the monies collected.

Members of the community are invited to school to give a talk during Pastoral or Wales, Europe and the World lessons or Assemblies and we have embedded an innovative mentoring scheme in collaboration with IBM.

Year 10 have one week of work experience in the summer and many of our placements are with businesses or professional people from the community.

10.

Our thriving and energetic PTA hold social and educational events.

11.

Pupils are involved in local pantomimes, drama productions and many other local events.

12.

The school is a centre for Adult Education and various courses are currently on offer during the evenings.

13.

Sports facilities are fully utilised by the community. We have floodlit tennis courts on site and our school gymnasiums are used five evenings a week. The fitness suite is open for community access from 7.00 a.m. â&#x20AC;&#x201C; 10.00 p.m. and there is some eight hours of access to the sports hall during the school day in addition to evening and weekend use. A full junior sports development programme is in operation. A Positive Steps GP Referral Scheme is also run during the school day.

Community provision at the school is currently under review and will be significantly increased in the next few years. Our new facilities will contribute greatly to these changes. Mr. Arwyn Harris is currently employed by County as a part time Community Adviser to facilitate developments within Bishopston and further afield in Swansea West where appropriate. 53

SCHOOL/INDUSTRY LINKS The school has developed numerous links with other educational establishments and external organisations and agencies. Senior managers from a number of local industries/major employers serve as Governors of the School. The pupil well being programme and assemblies involve input from a variety of agencies summarised below. Year 7 Fire safety, Police and a multi agency drama delivered by external specialists. Year 8 There are Police, Health education and Careers Wales lessons delivered by external specialists. All pupils also take part in the Dynamo project looking at entrepreneurship. Pupils have been involved in an annual Engineering Project offered by the Education Business Partnership. Year 9 There are Police and Careers Wales lessons delivered by external specialists. Pupils also take part in Industry days annually with input from a variety of vocations. Year 10 There are Police, Careers Wales, Magistrates, Army, Barnardos and Enterprise lessons delivered by external specialists. Pupils are involved in a one week block of work experience annually with an additional week of school based activities. Military Challenge organised by the armed forces. There is mentoring training organised for prefects. Local employers have sponsored school GCSE project work and competitions, and have also given material support to the Technology Department. Year 11 There are Police, Careers Wales and Enterprise lessons delivered by external specialists. Groups of selected pupils attend conferences on NHS, Land based Industries and Engineering week activities. Youth Gateway, Careers Wales, IBM and work based learning are involved in mentoring pupils. Mock interviews for all pupils are conducted by various employers. Assemblies Various speakers are incorporated into assemblies including Police, Red CafĂŠ Youth Project, Barnardos and the Gideons Society. Community Links Our Community Officer works very closely with our Community Sports staff in the new Leisure Centre. Forums and questionnaires are used to canvass opinions of our community.

How to find us Bishopston Comprehensive School The Glebe, Bishopston, Swansea, SA3 3JP Tel: 01792 234121 Fax: 01792 234808 Email: bishopston.comprehensive.school@swansea-edunet.gov.uk

The school is located in Bishopston village, on the Gower Peninsula, set in some twenty acres of playing fields. The school can be reached from the centre of Swansea via Mumbles Road (A4067). At Blackpill, a right turn on the B4436 to Gower follows Mayals Road across Clyne Common. The entrance to the school is at the end of The Glebe. The school office is based in the school building nearest to the yard entrance.

Should you require any further information please contact the school. Prospective parents and pupils are always invited to visit the school to meet the Headteacher or the Deputy Head. If you need to visit the school site for any reason and have any special requirements with regard to accessibility please telephone the office prior to your visit and we will be happy to make arrangements where possible.