English Vertical Sequencing Curriculum Leader: Mrs E Booton-Ford Department Introduction: Welcome to the dynamic world of English at Wolverhampton Girls’ High School, where language comes alive, creativity knows no bounds, and a love for literature takes flight. Led by the passionate Mrs E Booton-Ford, our English department is a vibrant community of specialists dedicated to nurturing the diverse talents and boundless potential within each student. About Us: Engaging, enlightening, and empowering – these are the principles that define our approach to teaching English. Our curriculum is thoughtfully crafted to not only build essential language skills but also to instil a deep appreciation for the beauty and power of words. Through thematic and skills-based units, such as "Race and Place," "A Midsummer Night’s Dream," and "Relationships from the Past and Present," students embark on a literary journey that spans diverse genres and cultures. Department Aims: What skills will I develop? The aim of studying English is to introduce students to a varied selection of reading texts from different periods of history and different contexts in order to foster an appreciation of writer’s craft. To also transfer skills from their study of reading to their own writing to encourage them to write for a range of different audiences, contexts and purposes. To develop confidence in articulating their ideas in spoken form in a range of different contexts and, therefore, enhance their presentational and listening skills. Engagement of Reading: At the core of our English Department's mission is the unwavering commitment to instil a profound love for literature in every student. We employ a multifaceted approach to tracking and nurturing this passion, ensuring that reading transcends beyond the curriculum. For Key Stage 3 pupils, our targeted "Drop Everything and Read" (DEAR) lessons stand as a dedicated space within their schedules, occurring at least once a half term. These sessions are a literary haven, providing students with the opportunity to immerse themselves in a diverse array of books, fostering a genuine appreciation for the written word. As a fundamental aspect of our mission, DEAR lessons aim to encourage relaxation and the pure enjoyment of a good book. To further support our readers and monitor their progress, we implement the Accelerated Reader program, diligently designed to track reading ages and provide tailored support for individual growth. Complementing these initiatives are our library lessons, held once a half term and orchestrated by our skilled librarian, Mrs. Pagett. These lessons not only guide students in navigating the vast world of literature but also serve as a platform to instil the lifelong habit of accessing and savouring the treasures found within the pages of a book. In every facet of our commitment to reading, we strive to create an environment where the love for literature flourishes and becomes an integral part of each student's academic journey. Key Stage 3: Year 7: In Year 7, students delve into the fascinating world of 'Race and Place,' exploring new texts from different cultures and tracing the evolution of storytelling across ages. The adventure continues with a captivating study of "A Midsummer Night's Dream." Year 8: Year 8 brings the exploration of George Orwell's "Animal Farm," followed by an immersion in American civil rights literature. Students also get the chance to showcase their creative prowess through a writing competition with the exciting prospect of getting published. Year 9: The journey through literature takes a dramatic turn in Year 9 with the timeless tragedy of "Romeo and Juliet," an exploration of relationships in the past and present, and a rendezvous with the mysterious "Inspector Calls." Key Stage 4: Year 10 marks a pivotal point in our students' literary journey as they dive into the demanding yet rewarding landscape of GCSE specifications in English Language and English Literature. Imbued with the skills to effectively communicate information, ideas, and explore the nuanced effects and impact of language, students embark on a comprehensive study of Modern Drama, Shakespearean classics, Literary Heritage, and Poetry. Engaging in timed assessments, Year 10 becomes a crucible where knowledge and expression intertwine, laying the foundation for the challenges that lie ahead. Key Stage 5: Elevating the literary exploration to new heights, A Level Literature in Year 12 unveils the rich tapestry of Gothic literature with a riveting study of 'Frankenstein,' 'The Bloody Chamber,' and unseen Gothic masterpieces. The journey continues with a profound exploration of Chaucer's 'The Merchant's Tale' and the dark intrigue of 'The Duchess of Malfi,' culminating in the enchanting realms of 'The Tempest.' In Year 13, the focus shifts to an in-depth analysis of contemporary poetry with Liz Berry's 'The Republic of Motherhood,' paving the way for a captivating comparative study of 'A Streetcar Named Desire' and 'Wide Sargasso Sea.' The academic odyssey concludes with a comprehensive review of the coursework, delving into 'The Merchant's Tale,' 'The Duchess of Malfi,' and revisiting the Gothic allure of 'Frankenstein,' 'The Bloody Chamber,' and unseen masterpieces, creating a comprehensive tapestry of literary mastery. Year 12 ‘Frankenstein’ and ‘The Bloody Chamber,’ and unseen Gothic literature. ‘The Merchant’s Tale’ and ‘The Duchess of Malfi’ ‘The Tempest’ Year 13 ‘The Republic of Motherhood’ by Liz Berry – poetry coursework ‘A Streetcar Named Desire’ and ‘Wide Sargasso Sea’ – comparative coursework Completion of poetry coursework Completion of ‘The Merchant’s Tale’ and ‘The Duchess of Malfi’ Completion of ‘Frankenstein’ and ‘The Bloody Chamber,’ and unseen Gothic literature. Extra-Curricular Activities: Embarking on a journey beyond the classroom, the English Department passionately enriches our students' literary experiences through an engaging array of clubs and activities. From the immersive world of Drama Club designed for Key Stage 3 pupils to the captivating exploration of Gothic cinema in the Key Stage 5 Gothic Film Club, our clubs serve as vibrant hubs for creativity and collaboration. In the spirit of fostering expression across all ages, the student-led 'Write Away' club creates a dynamic platform for literary contributions. We extend the literary adventure beyond local stages as KS5 students delve into 'The Woman in Black,' enhancing their understanding of the Gothic genre. Further enriching our appreciation for Shakespeare, a summer sojourn to Stratford upon Avon, the Bard's birthplace, awaits. Culminating our academic year are spectacular productions, inspired by past successes such as the 2019 House Arts rendition of an Elvis Presley-themed Juke Box Musical. These productions provide a stage for students to showcase talents, be it in directing, acting, or managing technical aspects. Join us in a realm where creativity flows seamlessly, encouraging students to explore, express, and excel in the realms of literature and performing arts.

House Arts This year the House Arts competition will be celebrated with evening performances on Wednesday 2nd and Thursday 3rd of October 2019 at 7.00pm in the school hall. Paget and Stafford House wilt perform on the Wednesday evening and Ferrers and Audley on the Thursday. Each House has been exploring the life and works of a Hollywood icon: each House creating their own narrative and paying tribute to this actor through the mediums of Drama, Dance, Music, technology and the production of a theatre programme. The cast is drawn from Years 7-13 and is being directed by a team of Senior Prefects. You are warmly invited to attend what promises to be a highly enjoyable evening. Tickets can be purchased through our online box office. Click below to purchace tickets https://yourboxoffice.co.uk/wolverhampton-girls-high-school/615-house-arts-2019 For the first week of ticket sales the limit for tickets for each family group is two due to the high demand for each evening. Numbers will then be assessed and additional seats released if available for families to purchase further tickets. The box office will open on Monday 23rd September from 4pm and tickets are £3. We look forward to seeing you there.

Classical Civilisation and Latin Vertical Sequencing Curriculum Leader: Mr J Carlyle Department Introduction: Key Stage 3 Latin - Years 7 - 9 It may not seem immediately obvious why it is important to do Latin. So why is it one of the most popular options at WGHS? Most importantly, our students find it highly enjoyable and secondly, it gives them an enormous head start in terms of literacy, understanding of western culture and in learning modern languages. All girls start Latin in Year 7 and 8, then can opt to continue in Year 9 and for GCSE. We use Cambridge Latin Course Book 1, meeting a typical family in an ordinary Roman town called Pompeii. The eruption of Mount Vesuvius in AD79 shatters this ‘ordinary’ existence. We then move to Rome with Suburani Book 1, comparing and contrasting the lives of the city’s rich and poor. Both courses guide students through the language with ease, with a gradual introduction to vocabulary, grammar and translation. Recent extra curricular activities in KS3 have included trips to Bath Spa and visiting speakers and workshops. We believe in using a wide range of approaches, including drama and role-play. We enjoy ourselves immensely and so do our students. Here's what the girls themselves have said about studying Latin: Department Aims: Key Stage 3: Year 8 "The background topics are my favourite aspect and I also enjoyed doing translations into English." "I have enjoyed learning the new words and finding out the Latin words for English words. The course is about a man called Caecilius and you follow the story of his life meeting people like barbers and merchants on the way." "I think the course is good at making you understand the basics and then goes at a steady pace ensuring you understand everything." "It's a fun, interesting course and an opportunity to learn about Rome and Pompeii plus how people lived in the past." "I have liked gladiators and death!" "I found it quite difficult and challenging to begin with, although once you get used to the tenses and vocabulary it gets much easier." "The Latin course was thoroughly enjoyable; it gets harder as you move on. There are fun, interesting translations and tenses are hard to grasp at first but when you know them they are fairly easy." Year 9 "I enjoyed using the CLC website to learn vocabulary and play on vocabulary quizzes." "I like researching the background and finding out how (Latin) contributes to the English language. (It was) very useful for understanding the background of English work." "I liked studying Roman medicine and making a PowerPoint presentation." "The Latin course offers a wide range of different aspects. It contains different units with exercises, translations, vocabulary and grammar and we can learn the language step by step and have fun." "You can see how Latin is the father of European languages." "You need to be enthusiastic as it is hard work!" "An interesting, fun course. There are some difficult parts and it's not easy to learn endings for verbs." Key Stage 4: At present we follow the Eduqas GCSE course. This consists of three papers assessed by examination: Component 1: Latin Language (50%) Component 2: Latin Literature and Sources (Themes) (30%) Component 3B: Roman Civilisation (20%) GCSE students have the opportunity to appreciate the beauty of the literature and to gain an insight into the cultural and historical context, whilst building on their knowledge of vocabulary and grammar. The uptake for Latin GCSE has been particularly good in recent years, and we generally have around 50-75 girls studying Latin in each GCSE year. Recent extra curricular activities in KS3 have included trips to Bath Spa, Chester and the Ashmolean Museum in Oxford. Here are some of the comments written by GCSE pupils : “The trip to Chester was amazing, I really enjoyed it!” “You get more grammar notes, so language work gets easier.” “You follow the stories of the characters, you can see them grow and develop, it’s great!” “The background section is really interesting.” “The lessons are varied in terms of presentation and activities.” “It is easier to translate because you understand how the grammar works.” “It also helps learning vocabulary in other languages because it’s similar.” “It’s fun!” Key Stage 5: Key Stage 5 Latin – A level What can I do with an A' level in Latin? Employers and universities are always impressed by pupils who have studied Latin because it encourages you to think logically and solve problems. It complements well the study of Modern Languages, English and History, as well as being very useful for the study of Law and Medicine. Careers in teaching, library, museum and archive work can follow a degree in Latin, but it is also a most useful foundation for a law career, banking, accountancy, management and other careers and professions. What will I study? The course is varied, stimulating and entertaining, containing the same elements as GCSE, but in greater depth. Literature is studied in its social context and the language element builds on the grammar learnt at GCSE. We follow the OCR syllabus, which covers a number of aspects of the ancient world: Modules 1 and 2: Language (each 25%) The language papers consists of passages of unseen translation and comprehension into English. As preparation we read plenty of stories in original Latin taken from the great writers of the Roman world, such as the historian Livy and the epic story-teller Ovid. Modules 3 and 4: Prose and Verse Literature (each 25%) The literature papers enable us to study a theme or author in greater depth than was possible at GCSE. Often prose texts will be taken from the scandals of imperial history, for example the shocking behaviour of emperors like Tiberius, Caligula and Nero. Verse texts will focus on a genre of poetry; in recent years we have covered Ovid’s tongue-in-cheek love poems, Virgil’s epic tale the Aeneid , and Horace’s philosophy. Key Stage 5 Classical Civilisation – A level Classical Civilisation is ideal for lovers of stories! It is a wide-ranging subject, covering literature, art and history. It will help develop your essay-writing and communication skills, as it requires a detailed analysis of the texts studied as well as clarity of expression and the ability to develop a well-structured and convincing argument. It complements all Arts subjects, and also gives scientists variety and a more balanced curriculum. What will I study? We follow the OCR syllabus, which covers a number of aspects of the ancient world, focusing especially on Greek literature and culture: Module 1: The World of the Hero Homer’s Odyssey – a critical study of selected books from one of the most fascinating and influential texts of literature, looking at the social and cultural context of this epic tale with some references to history and archaeology. Virgil’s Aeneid – a critical study of selected books from the Aeneid , focussing on the literary context and historical, social and political themes. Module 2: Greek Theatre An examination of the impact of Greek drama on both a contemporary and a modern audience, identifying the meaning of 'tragedy' and ‘comedy’, through the work of Sophocles, Euripides and Aristophanes. Using texts and archaeological evidence we try to recreate the atmosphere in a Greek theatre and understand the moral messages which Greek playwrights wanted to convey to their audiences. Module 3: Greek Religion Greek gods, goddesses and heroes – most of us can name a few of these, but what did they mean to the ancient Greeks? This module explores the importance of religion to Greek society, from the nature of mainstream worship in temples and sanctuaries to the cults and oracles that allowed a more personal experience of the divine, including a few cases where religion and philosophy crossed paths. Extra-Curricular Activities: Sixth form Latin students recently had the opportunity to go on a school residential trip to Italy and visited Rome, Pompeii and Herculaneum, Sorrento and Capri. Some of the pictures are now on our VLE website as well. There are also opportunities to attend study days connected with the A Level specification. Over the last few years some girls have had the opportunity to attend Latin summer schools and courses at Villiers Park.

School Fund The school is committed to providing the very best in education for students attending the school. We operate a system whereby you can make a donation to our School Fund account. Such contributions have a significant and positive impact upon the educational experiences and environment at Girls’ High. ​ Should you wish to gift aid your contribution this enhances your donation by 25%. To make a donation please use this link, where you can also complete an online Gift Aid declaration if you are eligible https://app.parentpay.com/ParentPayShop/Foc/Default.aspx?shopid=1870 Parents who are either not eligible, or do not wish to add Gift Aid, can donate via their ParentPay account using the payment item called School Fund & Gift Aid Contributions for Wolverhampton Girls' High School. ​ Thank you for any contributions you are able to make. School Fund Letter 2023 Gift Aid Form

Careers Vertical Sequencing Curriculum Leader: Mrs R Brett Department Introduction: The Careers programme aims to provide information about career opportunities, help develop powers of self-awareness so students can make the appropriate career choices, develop skills to cope successfully in an adult environment and to develop an understanding of the world of work. Advice is given on the selection of GCSE subject options, A-Level choices and transition to higher education/apprenticeships. Students receive face-to-face Careers advice at KS4 and there are opportunities for practical, hands-on work experience in Years 10 and 12. Drop-in sessions and one-to-one interviews are available throughout the year. Whole Year Careers Events are arranged at various points in the school calendar. Department Aims: The Careers programme is delivered as part of the PSHCE curriculum and through events organised for students throughout the year. The school aims to help the students experience the world of work and to give them guidance on how to reach their career goals. Additionally, general guidance and resources are accessible in the school library. Subject staff will also be promoting careers related to their areas during lesson time. Key Stage 3: Careers Education and Guidance begins in Year 7 as part of the PSHCE curriculum when students consider their achievements, qualities, aptitudes and activities. They challenge job stereotypes related to gender and develop their enterprise skills by planning an event. In Year 8, students are made aware of how the world of work is changing and the skills that promote employability. They undertake research into local labour market to establish how their skills match the employment opportunities. Year 9 is a time when students begin to think about aspirations and plans for the future. Short-term and long-term plans are made as part of the programme for choosing KS4 options, students also undertake virtual work experiance. An options choice evening is held for Year 9 students and their parents where choices are explained, and staff are available for discussion. Key Stage 4: During Year 10 & 11 students look at employability skills and their rights/responsibilities as an employee. They learn how to interpret pay slips and the role that trade unions play in the workplace. In addition, students look at how to choose their A Levels as well as develop key skills such as filling in job applications and writing covering letters. They each have an interview with the school Careers Advisor and are given information relating to their areas of interest. Guidance interviews with members of staff, an Options evening and Parents’ evening help them to prepare for their Year 12 Option Choices. Careers Events are arranged for KS4 where students have an opportunity to take part in a mock interview to receive feedback on how they come across in an interview situation. Key Stage 5: In KS5 students are given information about Higher Education and Careers opportunities throughout the year. The careers advisor is available for discussion of opportunities available. A Higher Education Fair is held in Spring of Year 12 when representatives from a variety of Universities, Apprenticeship providers and Professions attend. Past students also attend this event and talk about their experience of H. E. and the world of work. Year 12 students are encouraged to undertake Work Experience. The Year 12 Career Event introduces students to a range of employers from a wide variety of professions. Extra-Curricular Activities: Students take part in a Careers event each academic year where they experience a meaningful encounter with a range of employers.

Physics Vertical Sequencing Curriculum Leader: Ms J Davies Department Introduction: Physics is the study of the laws that govern the universe and explain the phenomena we observe all around us. We want out students to appreciate the wonder of the world and beyond. We aim to give students the fundamental understanding of these principles and the scientific skills required to conceptualise and apply these ideas to solve problems. The nature of physics is very abstract and requires logical reasoning and the ability to make links between different ideas. It is this way of thinking that we want to develop in our students, as this will help students in many future careers, including those that are not directly related to physics. Our students will be the generation that solves the challenges that the world faces today. We want to give our students the skills and understanding to solve these complex problems, whether it is in the personal lifestyle choices they make or the vocations they choose to follow. Department Aims: Key Stage 3: Physics at WGHS is taught as part of a bespoke science course which aims to promote the enjoyment of the subject, develop the practical skills that students will need to study the subject further and embed an understanding of the core principles and the more abstract ideas of the subject. In year 7, students scientific thinking is developed as they learn about more abstract ideas. They are introduced to the principles of forces and energy. They develop their understanding of energy learning how energy can be transferred as sound and heat. Students will also learn about the Solar System and apply their understanding of forces and energy to explain the observations we make about the Sun and the planets. In year 8, the principles of forces and energy are developed further by challenging students with the more abstract ideas of electricity, magnetism, light and more complex ideas such as acceleration and forces working in equilibrium. Key Stage 4: Aims Physics GCSE (AQA Physics Syllabus 8463) In year 10 and 11 students continue the GCSE course begun in year 9. Year 10 Topics covered: Electricity (continued) particle model of matter, atomic structure, waves and forces. Year 11 Topics covered: Forces (continued), space physics, magnetism and electromagnetism Assessment There will be regular assessments based on the topics covered together with regular equation and fact recall tests. At the end of topics there is a test to make sure that the work has been understood and to show the type of questions on each topic they are likely to be asked in the summer examination. Students are given plenty of notice of the test date and homework time to revise for the test and the teacher advises how best to set about learning the work. At the end of the year they will undertake an examination paper composed of GCSE standard questions. Key Stage 5: A Level Physics AQA specification -7407 Physics A level is interesting, practical, challenging and very highly regarded by employers and Universities alike. Although Mathematics at A level is not required for the study of A level Physics, it is highly recommended. Those who are intending to pursue Physics or Engineering to degree level will need to have also studied Mathematics to A level. To enter the course students must have achieved a minimum of a GCSE grade 7 in Physics or Science. Physics is the natural science that studies matter, its motion, and behaviour through space and time, and that studies the related entities of energy and force. Physics is one of the most fundamental scientific disciplines, and its main goal is to understand how the universe behaves. In Year 12 we begin to introduce ‘Modern Physics’ topics which will be brand new to the pupils, including Quantum Physics and Particle Physics. In addition, the course builds on the key concepts of matter, energy and forces which have been covered in some depth during the GCSE course. Here, we look again at forces and how they cause linear motion of objects. The course is far more mathematical in its approach to physical theories and pupils are given the opportunity to work on manipulation and derivation of physical formulae, in addition to a more technical use of prefixes, standard form and units. In addition, pupils develop their understanding of energy in topics on waves and electricity. Practical work is at the heart of the A-level syllabus, and the required practical elements will give the pupils the opportunity to embed their skills and knowledge. Pupils will carry out 7 of the 12 required practicals during Year 12, ensuring that they are able to access the Common Practical Assessment Criteria (CPAC) elements of the course. In Year 13, pupils will continue to develop their understanding of the forces and motion topics covered in Year 12, including the study of moments, circular motion and Simple Harmonic Motion (SHM). The idea of ‘force fields’ is thoroughly explored here, with mathematically rigorous sections on gravitational fields, magnetic fields and electric fields. These concepts are then combined with prior learning on electricity to explain, from a mathematical view-point, the concept of electromagnetic induction. With their newly acquired knowledge of particle physics, nuclear physics is also explored in a much greater depth than previously studied at GCSE. In addition, pupils are provided with an opportunity to explore a specialist area of Physics to introduce them to one on the many specialist areas that are available for further study at university level – this is currently the AQA Astrophysics option. Practical work is at the heart of the A-level syllabus, and the required practical elements will give the pupils the opportunity to embed their skills and knowledge. Pupils will carry out 5 of the 12 required practicals during Year 13, ensuring that they are able to access the Common Practical Assessment Criteria (CPAC) elements of the course. Progression to Career/University courses: A-level Physics is an important qualification for many careers. Some students go on to study Physics at University. This may lead to a career in research and development, either in a University or in industry. Perhaps the majority of those who study A-level Physics do so in order to apply their Physics knowledge in another subject area at University. Examples of this are the many branches of applied Maths, Engineering, Electronics and Meteorology. For these careers, A-level Physics is essential. Another group of students choose to study Physics because they feel that it will be useful even if not essential for their career. Those intending to follow a career in Medicine or Biochemistry fall into this category. The remainder are going to follow a career in a completely unrelated area such as Law or Accountancy. This group of students may have chosen Physics simply because they enjoy it or because they know that it is highly regarded by Universities as a test of problem-solving ability and logical thought. Whatever a student’s motivation, a Physics AS or A level never fails to look impressive on a CV. It is a challenging but equally rewarding course enjoyed by an increasing number of students at WGHS. Extra-Curricular Activities: A weekly Science support club is available for all students. Year 8 have a visit to Think Tank in Birmingham

Politics Vertical Sequencing Curriculum Leader: Mr A Bagnall Department Introduction: Why study Politics? Lively, relevant, controversial, A-level Politics is an exciting humanities subject that inspires students to think about and view the world from different perspectives. There’s no denying that it’s one of the most interesting and engaging qualifications you can choose. Covering news and current affairs from the UK and US, it helps you understand how the UK country is run and develops research, written communication and debate skills. It also helps grow your confidence. ​ It’s ideal if you’re considering studying Politics, Law, Sociology, Ethics, Advertising or Journalism at university and is highly regarded by employers in industries including politics, international organisations, the media, government and the civil service. ​ Politics has all the rigor of any academic subject and for the last two years all students entered at A2 from WGHS have attained A*/A. It is unique as a subject for the extent of discussion, debate and argument. It suits students who are curious about the world around them, who want to learn more about how power is shared and how to participate in the political process. Department Aims: Key Stage 3: Key Stage 4: Key Stage 5: What will I study in Key Stage 5 Politics? Year 12 AQA ​ Unit 1 : The government of the UK: including the structure and role of Parliament, the nature and sources of the British constitution, the Prime Minister and cabinet, the judiciary and devolution. ​ The politics of the UK: including democracy and participation, elections and referendums, political parties, protest movements and pressure groups. Unit 3 : Political Ideas: including a study of liberalism and conservatism. The focus of the study is on the theoretical ideas underpinning these ideologies as well as practical examples across the world. Year 13 AQA ​ Unit 3 : Political Ideas: including a study of socialism and as our optional unit, feminism. The focus of the study is on the theoretical ideas underpinning these ideologies as well as practical examples across the world. Unit 2 : Government and Politics of the USA: including the constitution, Congress, the role of the President, the Supreme Court, the electoral process, direct democracy, political parties, pressure groups, and civil rights. These units are assessed on three two hour papers at the end of Year 13. Extra-Curricular Activities: The department offers a range of opportunities in the Sixth Form. Students studying Politics all visit London on a day trip where we visit the Houses of Parliament and The Supreme Court having tours of both and the opportunity to meet an MP. We also offer opportunities to meet and ask questions to MPs, peers or mentor lower school students with Mock Magistrates.

Languages Vertical Sequencing Curriculum Leader: Mrs C Dhamia Department Introduction: Our aim is to give girls expertise in languages to prepare them for whatever careers they pursue. The core purpose of our study of Modern Foreign Languages is to be able to communicate with people from around the world, to have an understanding of different cultures and to foster an open mind for a global community: We intend to make languages accessible and engaging so that more pupils opt to study languages beyond the compulsory years; To develop pupils’ confidence in a range of transferrable skills such as communicating, listening, interpreting and understanding in order to provide them with skills that will help them be successful in any professional field. The study of Modern Foreign Languages is an essential component in preparing young people for life in the twenty-first century. It develops a range of transferrable skills that will enable pupils to become successful in any chosen field. The course is a five-year programme that starts in Y7 by developing pupils’ communication skills and by enriching their lives through knowledge of other cultures. We provide opportunities for pupils to develop their Social, Moral, Spiritual and Cultural development through a varied and engaging curriculum and by giving them the opportunity to communicate and make contact with children from other parts of the world through pen-pal schemes and residential trips abroad. We also provide pupils with the opportunity to see how languages are used and how they are useful in the world of work in a variety of ways. One example of this is by asking professionals from professional institutions to come in and talk to our pupils about the importance of languages. We offer the chance to learn two languages from a total of four. In Years 7 – 9 girls take two languages out of French, German, Spanish, and Russian. Girls are allocated to a combination of two of these, both of which are studied throughout Key Stage 3. In Years 10 – 11 girls take at least one modern language. In Years 12 – 13 they are encouraged to continue with at least one language, to meet the needs of a workforce competent in other languages in an expanding European Union. The school has strong links in a number of the countries whose languages are taught here. Modern Languages FRENCH French remains one of the major European languages, spoken by 120 million people in different countries on five continents. Regular trips are organised and visits to Paris are popular with students. GERMAN German is also an important European language. As with other languages, an A Level in German complements all other subject combinations. RUSSIAN The school has taught Russian for over five decades and we are one of the leading schools for Russian in the country. Russian appears to be difficult due to its different alphabet but actually the alphabet is easy and fun to learn. We regularly take school trips to Russia and below are some photos from our February 2019 trip to St. Petersburg. SPANISH Spanish is increasing in world importance. There will soon be more Spanish than English speakers in America. It is not a difficult language and pupils quickly develop confidence in communicating in Spanish. Students had the chance to visit Madrid in 2019. Department Aims: Key Stage 3: In Key Stage 3, all students study two modern languages in years 7 – 9. The topics covered focus on personal information, daily life at home and abroad, travelling, food and drink and school. Students have opportunities to develop the four language skills: listening, speaking, reading and writing. There is a strong emphasis on building confidence and proficiency in literacy and oracy. Grammar and translation skills are emphasised from the start. We also ensure that students gain a broad understanding of the culture of countries where the languages we teach are spoken. Key Stage 4: In Key Stage 4, we follow the AQA specification for GCSE in French, German and Spanish and Edexcel for Russian. Students study at least one of the modern languages, which they started in year 7. They can, of course, study both if they wish. All languages are studied at Higher Tier, which gives access to the top grades, which most of our students achieve. We continue to develop the four language skills. The topics studied in Key Stage 4 include Relationships, Technology in everyday life, Culture, customs and festivals, Lifestyle, Leisure, Environment, Work and Education. As before, we develop cultural knowledge and empathy through our language teaching. Key Stage 5: In French, German, Russian and Spanish students continue with the four language skills. At KS5 we aim to challenge our pupils with concepts and study skills that will make them independent learners and enable them to be successful at university level. Pupils follow the AQA A Level Curriculum (Edexcel for Russian) which covers a range of political, social and cultural topics which enables pupils to have a greater awareness of the issues around the world. The course also develops the pupils’ independent research skills, their communication skills and their understanding. In addition to furthering their language skills, students will also focus on cultural aspects of the subject for formal study. This could feature knowledge of literary works, study of a film, a period of history – there are various options which staff can choose to deliver. Each year, there are students who are successful in securing a university place at top institutions to read for a degree in modern languages. Extra-Curricular Activities: Enrichment activities are offered, whenever possible, including extra-curricular trips abroad, foreign language plays and clubs. Overall, the MFL department hopes to develop their students’ all-around education and competencies needed to enter the world of work after their full time education.

Design & Technology Vertical Sequencing Curriculum Leader: Mrs S Arrowsmith Department Introduction: Welcome to Design & Technology! The national curriculum for D&T aims to ensure that all pupils: develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users critique, evaluate and test their ideas and products and the work of others understand and apply the principles of nutrition and learn how to cook. Department Aims: What’s good about Design & Technology? In D&T we aim to adhere to this and provide opportunities for students to engage in activities that are challenging, relevant and motivating. Students work in a variety of contexts to draw upon the local community and the wider-world when identifying needs and opportunities. Evaluation of past and present design and technology, the users and effects, aid students in becoming discriminating users and innovative designers themselves. What’s good about Design & Technology at WGHS? We aim to provide a range of starting points for research and exploration in several disciplines, including Food and Nutrition, Product Design and Fibres and Fabrics. We have also expanded our capabilities through modernising our curriculum and updating facilities and access to digital technologies. We are well equipped to work with a number of materials and have a specialist Food preparation room as well as a textiles area and a workshop. All staff – teaching and technicians – are passionate about working with materials and equipment and how to aid young people’s safe working and knowledge of all aspects of D&T. We encourage curiosity and the appreciation of design evolution through our handling collections. Key Stage 3: Design and Technology (D&T) is the inspiring, rigorous and practical subject which prepares all young people to live and work in the designed and made world. Practical 'design and make' challenges are set, drawing on traditional handcraft methods as well as developing CAD and CAM skills. The range of design briefs vary to encourage dexterity and skill in practical work using a number of tools and equipment. Students are taught core knowledge and respond to questions by applying both their theoretical and practical understanding. Food modules develop confidence and safety in the kitchen alongside knowledge of dietary requirements and the science behind processes and reactions. Key Stage 4: Students may currently study Design & Technology or Food Preparation and Nutrition. There is emphasis on increasingly refined practical designing and making alongside technical aspects of the disciplines and sustainability. Both courses work towards invention and design innovation. What will I study at GCSE? In FP&N, students will focus on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. In D&T students will learn about core principles and how to work with fabrics, timbers, polymers, graphics, smart materials and CAD/CAM as well as have the opportunity to chose a specialist material area. Students design and make prototypes that solve real and relevant problems, preparing our learners to become critical and creative designers, engineers and consumers of the future. Increasing knowledge and understanding is applied to externally set questions in the form of a written examination. Both courses feature units of controlled assessment and written examinations. How is Design & Technology GCSE assessed? All pupils will be entered for Design & Technology (OCR). The NEA will be started in June of Year 10 (worth 60% of the overall grade). The expectation is that pupils will sit the examination in June of Year 11. How is Food Preparation & Nutrition GCSE assessed? All pupils will be entered for FP&N (AQA). There are 2 NEA components (worth 50% of the overall grade) The expectation is that pupils will sit the examination in June of Year 11. Key Stage 5: Extra-Curricular Activities: The Design and Technology department hosts a range of activities to inform student learning and foster an enthusiasm for the various disciplines. These have included visiting chefs, Baking Competitions, visits to a local fruit farm, restaurants and the Design Museum in London. We have had a successful kitchen garden group and also an embroidery club who have exhibited their collective work in an exhibition. Lunchtime and after school sessions have helped to develop a range of Textiles skills whilst Food, Preparation & Nutrition has supported and informed a successful enrichment program for 6thform and regularly contributes to the House Winter Games event.

Back Teacher of Chemistry Full-time/Part-time applications considered - Teachers' Main Pay Range/Upper Pay Range An exciting opportunity has arisen to join one of the country’s leading grammar schools and offers teachers the opportunity to work with able and well-motivated students. We are seeking an inspirational, professional and dynamic teacher to build upon the reputation of our school. We welcome applications from Newly Qualified Teachers. You will be passionate about your subject, and an engaging and an enthusiastic classroom practitioner. In return, we offer professional support and career development opportunities. We recognise and value continued professional development and as such, training opportunities will be made available to you throughout your career with us. Application Pack Application Form Required: September 2024 Closing date: 9.00am on Thursday 16th May 2024 Interview date: Monday 20th May 2024 Please note that the School will only accept Employment Application Forms that have been completed in full, including your hand-written signature in all of the required places. Scanned signatures are acceptable but if this is not possible, then School will require a hard copy Employment Application Form to be posted to the school. ​ All employment applications must be received in School by the due closing date and time, including the relevant signatures. Applicant Letter About the School School Newsletter This School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The post is subject to satisfactory references which will be required prior to interview, an enhanced Disclosure and Barring Service (DBS) check, medical check, evidence of qualifications and verification of the Right to Work in the UK

Computing Vertical Sequencing Curriculum Leader: Mr T Lewis Department Introduction: Computing is an exciting and challenging subject that incorporates Computer Science, ICT and Digital Literacy. Our focus at higher levels is Computer Science, the scientific discipline covering principles such as algorithms, data structures, programming, systems architecture, design and problem solving. ICT, the assembly, deployment, and configuration of digital systems to meet user needs for a specified purpose; is incorporated within the subject at all stages and is also taught as a cross-curricular skill. Similarly, Digital Literacy, the basic skill or ability to use a computer confidently, safely and effectively is a cross-curricular skill that is taught and applied in many subjects as well as Computing. Department Aims: At WGHS we follow a programme of study in line with the national curriculum with the following aims for all pupils: To understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation To analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems To evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems To be responsible, competent, confident and creative users of information and communication technology. Aims 1 and 2 provide opportunities to explore and develop students’ abilities in this key STEM subject. Our other aims, 3 and 4, are incorporated to advance the use of Computing amongst all other areas of the school. The subject of Computing is closely linked with Mathematics however we strive to involve as many cross-curricular subjects as possible ranging from Design & Technology, PSHCE, the Sciences and Art. Computing is taught within dedicated IT Suites where each student can work on their own PC with access to the latest software. A range of other hardware is available such as Raspberry Pi, Lego Spike Prime with expansion kits, plus a wide array of historical Computing and electrical devices. Lessons have great variety. Students are encouraged to work independently and collaboratively in groups, with a good mix of theory and practical application to enrich their approach to the subject. Key Stage 3: Students have one lesson every week. During Years 7 and 8 they will be able to develop a wide range of skills from across the diverse and challenging Computing curriculum. Typical topics covered will include: How computers work including the use of binary, operating systems and hardware. Using different programming languages to create computer programs that provide solutions to everyday problems, with a focus on Python. Using databases to manipulate and present data. Cyber security including eSafety, encryption, computer misuse and copyright legislation. Different types of networks, their structure and how they work. Application of spreadsheets, word processing and presentation software to enhance digital literacy. During Year 9 students have an opportunity to experience Computer Science at GCSE level, exploring representation of data such as text, images and sound including binary and hexadecimal representation of codes. They have opportunities to practise their computational thinking skills through analysis and decomposition of problems and design algorithms, using flow diagrams and pseudo code. They learn a wide range of programming techniques and create solutions using the Python language. These skills are consolidated through completion of a programming project. In addition, students gain skills in image manipulation and insight into the digital media industry. Key Stage 3 studies conclude with a unit on the ethical, legal and environmental considerations of the use of technology and future developments via a collaborative presentation project completed in groups. Throughout Key Stage 3 students are assessed each half term to enable them to gain experience for the summer exams and to prepare them fully for examination conditions in later years. End of unit quizzes enable them to identify areas of misunderstanding, to obtain further assistance if needed and to achieve excellent outcomes. Homework time is provided for revision. At other times of the year, homework comprises either an extension of the lesson, an independent research activity or preparation for the following lesson. Key Stage 4: Students may study GCSE Computer Science as one of their option subjects, specifically with the OCR exam board. Computer Science is a practical subject where students can apply the knowledge and skills learned in the classroom to real-world problems. The qualification is very relevant to our constantly evolving, technology-driven world. Nationally, Computer Science is male dominated, however, statistics show that females choosing to study this subject generally out-perform their male peers. Students studying GCSE Computer Science at WGHS consistently perform above the national average. The course values computational thinking, helping students to develop the skills to solve problems and design systems that provide solutions to the problems, continuing their use and development in Python programming language. These skills will be the best preparation for those who want to go on to study Computer Science at A-Level and beyond. The qualification will also provide a good grounding for other subject areas that require computational thinking and analytical skills. To deepen understanding and enlighten students to the many applications of the subject, GCSE Computer Science students are given the opportunity to attend a trip to the National Museum of Computing at Bletchley Park. This location was crucial during wartimes but is now home to all things computational and the students gain experiences to consolidate specification content. Students are assessed through two papers at the end of Year 11. Paper 1 focuses on the theory of Computer Science; Paper 2 focuses on computational thinking, programming and algorithms. Both papers have identical weighting and mark allocations. Students will be given many opportunities to undertake programming tasks, either to a specification or to solve problems, during their course of study. Key Stage 5: AQA A-Level Computer Science is becoming an increasingly popular subject having been first offered for study in September 2018.The course is split into 3 complementary sections, programming, theory and a practical project. On the programming side of the course, students learn to develop desktop applications in the C# language using Visual Studio. Students will cover the fundamentals of programming, data structures, algorithms, and object-orientated programme design. As well as covering programming the course aims to promote good programming practices such as avoiding global variables, sensible variable naming, structured programming, good re-use of code through procedures and functions, and proper commenting of code. The theory side of computer science teaches about the internal workings of a computer, right down the basics of how all data is stored using binary, whether that data consists of numbers, text, pictures or even music. It goes on from there to cover aspects of computer architecture, showing exactly how data is accessed from main memory using assembly language instructions and the fetch-execute cycle. It also covers higher level concepts such as the social and legal impact of computers, and how to go about breaking down a big problem into individual programmable steps. A-level Computer science consists of two exam papers, each 2 1/2 hours long and each worth 40%. The remaining 20% comes from their coursework. The coursework assesses your ability to take on a significant problem and produce a solution to it. Despite the large programming element, you will actually be marked on the documentation you produce. This will typically consist of an analysis, designing the solution, annotated code showing your finished solution, tests demonstrating that your solution works and an evaluation. Extra-Curricular Activities: Extra-curricular activities are offered to reflect students' interest and include, but are not limited to: Minecraft programming - Minecraft but not as you know it. Why mine when a robot can do it for you once you have programmed it?! Lego Robotics - programming and constructing Lego Spike Prime robots to complete complex tasks. The school has entered a team in the annual Tomorrow’s Engineers EEP Robotics Challenge for several years. The teams have been successful prize winners each year. Raspberry Pi robotics - programming and learning an electronics skillset to develop a working robot. CyberFirst - an exciting competition for Year 8 students only offered by the National Cyber Security Centre (NCSC) and facilitated by WGHS. UK Bebras - an Oxford University endorsed computational thinking competition challenging problem-solving abilities. Clubs are by generally run by GCSE or A Level Computer Scientists in conjunction with a member of the Computing department. We in Computing are proud to teach enthusiastically and passionately about a forever developing subject and our aim is to translate that into educational drive and achievements for all our students participating in lessons and activities.

The Governing Body (Trustees) If you need to contact a member of the Governing Body please contact via enquiries@wghs.org.uk ​ To write to the Chair of Governors please use the schools postal address. Governors' Register of Business Interests Scheme of Delegation Committee Chairs Finance and General Purposes – Mark Jones Pay and Personnel – Sue Aston Curriculum and Development – Gill Fox Admissions – Manjit Bhogal The Full Governing Body meets 4 times a year. In addition there are the following committees: Finance and General Purposes Committee, meets at least 6 times a year; Curriculum and Development Committee, meets at least termly; Personnel and Pay Committee, meets at least termly; Admissions Committee, meets as required. In addition there are the required statutory committees.