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.

Welcome to the WGHS online portal and thank you for registering to take the entrance test at Wolverhampton Girls' High School. This course has been created to help you during this process. The full course is made up of 8 individual lessons, each taking around one hour to complete. You will start on the 'Introduction to Familiarisation' lesson and will 'unlock' additional lessons as you work through them. The first lesson can be found in the 'My Lessons' area. ​ Step 1 Please watch the 'Welcome' video. Step 2 Please click the '1. Introduction' tile below, and follow the instructions. Step 3 You complete the Lessons in numerical order. You will gain access to the next Lesson once you have completed the previous Lesson. For example, you cannot jump to Lesson 7 without completing Lesson 6.

Sixth Form Loan Device Every Sixth Form student is provided with a one-to-one device to support independent study and learning both in lessons and outside of school. ​ Currently we have three diffrent Windows 10 devices in Service for our Sixth Form, these are: Microsoft Surface 3, Asus Transformer Mini and Lenovo 300e (2nd Gen) ​ Students must complete a Device Loan form before being issued a device. Surface 3 View more details about the Surface 3. Read More Asus Mini View more details about the Asus mini. Read More Lenovo 300e View more details about the lenovo 300e Read More Device Loan Form Click here to view and download the form. View Surface3 Microsoft Surface 3 Power button ​ Press the power button to turn your Surface 3 on. When your Surface is on, press and hold the power button to shut down. You'll also use the power button to put your Surface to sleep, and to wake it when you're ready to start working again. ​ Windows button The Windows button takes you to the Start screen, where you can open your apps quickly, look for files on your Surface, or search for info the web. If you're already at Start, the Windows button takes you back to the last app you were using. ​ Touchscreen ​ Use the 10.8 ClearType full HD display, with its 3:2 aspect ratio and 1920 x 1280 resolution display, to watch HD movies, browse the web, and use your favorite apps. ​ 10-point multi-touch lets you use your fingers to select, zoom, and move things around. ​ Kickstand ​ Flip out the three-position kickstand and work or play comfortably at your desk, on the couch, or while giving a hands-free presentation. Wi-Fi and Bluetooth ​ Surface 3 supports standard Wi-Fi protocols (802.11a/b/g/n/ac) and Bluetooth® 4.0. Connect to a wireless network and use Bluetooth devices such as mice, printers, and headsets. ​ Cameras ​ Surface 3 features an 8-megapixel rear-facing camera with autofocus, and a 3.5-megapixel, fixed-focus, front-facing camera. Both cameras record video in 1080p, with a 16:9 aspect ratio (widescreen). Front and back privacy lights help make sure there are no surprises. ​ Microphone ​ Use the front-facing microphone for calls and recordings. ​ Stereo speakers ​ Stereo speakers with Dolby® enhanced sound let you listen to music, podcasts, and audio books. ​ Ports and connectors ​ Surface 3 has the ports you expect in a full-feature laptop. Full-size USB 3.0 port Connect a USB accessory like a mouse, printer, Ethernet adapter, USB drive, or smartphone. Micro USB charging port Charge your Surface 3 using the Micro USB charging port and included Micro USB power supply. MicroSD card slot Use the microSD card slot and a microSD card (sold separately) for extra storage and transferring files. Mini DisplayPort version 1.1 Share what's on your Surface screen by connecting it to an HDTV, monitor, or projector. (Video adapters are sold separately.) 3.5 mm headset jack Plug in your favorite headset for a little more privacy when listening to music or conference calls. Cover connectors Click in a thin, light, backlit keyboard. The Surface 3 Type Cover (sold separately) also helps protect the touchscreen. AsusMini Asus Transformer Mini Screen 10.1 inch, 16:10 format, 1280 x 800 px resolution, IPS, touch ​ Processor Intel Cherry Trail-T Atom X5-Z8350 ​ Video Intel HD ​ Memory ​ 4 GB DDR3 (soldered) ​ Storage 64 GB eMMC (soldered) ​ Connectivity Wireless AC, Bluetooth 4.1 Ports1 x USB 3.0, 1 x microUSB, 1 x microHDMI, mic/earphone, 2 MPx front-camera, fingerprint sensor ​ Battery 30 Wh ​ Operating system Windows 10 ​ Size Tablet: 259 mm or 10.19” (w) x 170 mm or 6.69” (d) x 6.9 mm or 0.32” (h) Tablet + Folio: ~15 mm or 0.59″ (h) ​ Weight Tablet: 0.535 kg or 1.17 lbs Tablet + Keyboard Folio: 0.79 kg or 1.746 lbs Lenovo300e Lenovo 300e (2nd Gen) Processor Intel® Celeron® N4100 (1.10GHz, up to 2.40GHz with Burst Technology, 4MB Cache) ​ Operating System Windows 10 Home 64 ​ Display Type 11.6" HD (1366 x 768) touchscreen, anti-glare, 250 nits ​ Memory 4GB LPDDR4 2133MHz (Soldered) ​ Hard Drive 64GB eMMC ​ Warranty 1 Year Depot or Carry-in ​ AC Adapter 45 watt AC ​ Graphics Integrated Intel® UHD Graphics 600 ​ Battery 3 Cell Li-Polymer 42Wh ​ Bluetooth Bluetooth® 5.0 ​ Camera 720p HD ​ Pen Lenovo Active Pen ​ Keyboard US English ​ Pointing Device ClickPad + Active Pen ​ Wireless Intel® 9560 802.11AC (2 x 2)

Admissions Welcome to the admissions section of our website, here you can find the latest information about the process to apply for the school and various useful information. Year 7 Admissions Find out more details on our admissions policy and how to apply to our school. Read More Year 12 Admissions Find out more details on our admissions policy for Sixth Form and how to apply to our school. Read More Pupils in Year Procedure for admission to the school by way of transfer from other schools. Read More Admissions Arrangements 2025-2026 What we offer Wolverhampton Girls’ High School is a maintained, selective grammar school for girls from 11 to 18 years with foundation status. There is no charge or cost related to the admission of a pupil to the school. The Governing Body of the school is responsible for the admission arrangements. All parents living both within and beyond the City of Wolverhampton may apply for their daughters to be admitted to the school. ​ We offer a broad and rich curriculum where all students are encouraged and supported to achieve their personal best in all aspects of school life. Our combination of high expectations and support tailored to meeting individual needs leads to academic excellence. Students are highly motivated to learn and personalised learning lies at the heart of our provision. The school is respected as one of the best state schools in the country, regularly achieving examination results which place it at or near the top of national league tables. This success has also been recognised by Ofsted, with the school achieving four successive “Outstanding” inspections. Indeed the school was awarded this highest rating in every category in each of the two most recent inspections. Whilst academic achievements are an important part of life at WGHS, students enjoy the wide range of other opportunities. These include participation in the thriving house system; and opportunities in the fields of sport, music and drama. There is a plethora of activities for the students to engage in from leading whole school events; to organising charity fundraising activities; participating in debating competitions and enjoying expeditions abroad. Our team of dedicated staff ensure that students are well supported to achieve academic success, within a caring community. Pastoral care is exceptional, focusing upon student wellbeing. High quality advice and support is provided to ensure that students are well informed to make their choices when preparing for higher education and their future careers. The school has an impressive record of students going on to read a variety of degree courses including Medicine and Law; and at some of the best institutions in the country including Oxford and Cambridge.

Google Apps Here you can access Google education apps. These are now legacy (not supported by WGHS IT) and we recommend you use the Microsoft apps instead found on the school links page. Google Drive Google Classroom School Links

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

Psychology Vertical Sequencing Curriculum Leader: Mrs G Rai Department Introduction: Psychology is about people; it is the scientific study of mind and behaviour. It is fascinating to discover explanations for the way that we behave. It is a science and therefore well designed research studies are important to support the theories that psychologists put forward. The specification has been designed to provide a broad introduction to the scope and nature of psychology as a science. Psychology will be a new subject to most students. The department aims to gradually introduce the skills required for understanding and success. Students develop a number of transferable skills such as critical analysis and evaluation. A variety of teaching and learning techniques are employed to maximise the potential of each student. The examination board is AQA. Visit the website at www.aqa.org.uk for further information and past papers. ​ The aim of the department is to support each student to achieve to their full potential and to enjoy studying a subject that is new and relevant to everyday life. Course Overview: A Level Psychology A level Psychology is assessed by three, two hour examinations at the end of year 13. These are equally weighted: Paper 1 Social Influence: In this unit we look at how the social context can change a person’s behaviour. Specifically we look at why people conform (follow the crowd), why people blindly obey authority before finally looking at those people who stand out from the crowd and sometimes cause social change (e.g. the suffragettes). Memory: In this unit we look at how memory works, what makes us forget and we link this theory to the real world by considering whether eyewitness testimony should be trusted by the courts. Attachment: In this unit we look at the importance of the attachment bond between an infant and their caregiver. We look at real life examples of when this bond hasn’t formed and consider whether it is possible for children to recover from this. Psychopathology: Psychopathology is another term for ‘mental illness’. We look at how we define mental illness before looking at three specific mental illnesses (OCD, depression, phobias) including their symptoms, their causes and their treatment. Paper 2 Approaches: This unit looks at the history of Psychology and the main schools of thought in Psychology. Biopsychology: In this unit we look at how biological factors shape our behaviour. Specifically we study the nervous system and neurons. We then look at the brain including its anatomy and how it can be studied. Finally, we look at biological rhythms. Research Methods: This is a double unit looking at the different research methods psychologists have available to them, how research is planned and undertaken, and how data is analysed in order to determine whether a hypothesis can be supported. Paper 3 Aggression: In this unit we consider what causes aggressive behaviour before looking specifically at aggression in prisons and whether the media can cause aggressive behaviour. Cognition and Development: This unit looks at the development of cognition (thought), possible causes of autism, whether empathy has a biological cause and how children learn to take the perspective of others. Stress: In this unit we look at how stress can lead to illness, causes of stress and ways of managing stress. Issues and Debates: In this synoptic unit we look at some of the key debates in Psychology such as the ‘nature-nurture’ debate, the question of whether we have free will, and whether we should take a reductionist approach in Psychology. Some of the issues we look at are gender and cultural bias in research. Department Aims: Key Stage 3: Key Stage 4: Key Stage 5: Extra-Curricular Activities:

Economics Vertical Sequencing Curriculum Leader: Mr A Bagnall Department Introduction: “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us.” – A Tale of Two Cities. Economics was once called the “The Dismal Science” as the writings of Thomas Malthus suggested that the people of the world were doomed to unending suffering and poverty. However, in a time when many believe that things have never been so bad, economics gives us the tools to bring light, hope and wisdom. In the year 2000 the Millennium Development Goals aimed to cut the world’s 1990 poverty rate in half. This was achieved…. five years early. Never, in the history of humanity have people lived so long, had such access to medicine or been able to live without the constant fear of hunger. It is development economists who have helped to set the frameworks for poverty reduction. It is market economists that have supported the development of pharmaceutical drugs and brokered price agreements that allow for access to HIV drugs in Africa. As the world considers how to respond to the challenges of climate change, it is economists who will shape the government policies required to change people’s behaviour and to encourage investment in new technological solutions. Whilst economics is about money and investment and firms, that’s not its main function. Its function is to have a set of skills and analysis to make people’s lives better. Department Aims: The department aims to introduce students to the main areas of economic analysis. At the individual level, microeconomics studies the use and allocation of the world’s scarce resources. What should be produced and when, through the use of markets? It also looks at how and when markets fail to use resources effectively in areas such as healthcare and the environment and how people make poor decision through the study of behavioural economics. At the national level, macroeconomics focuses on how the economy works and the wider government policies for improving people’s lives. Key Stage 3: Key Stage 4: Key Stage 5: A-Level economics follows the Edexcel syllabus. Students are taught initial introductions to basic micro and macro economics in the first term. Students then look deeper into microeconomic concepts such as externalities, information failures, competition and the labour market. In Year 13 students study further macroeconomic concepts looking at the detail of monetary and fiscal policy, international trade and economic development. Extra-Curricular Activities: In Year 13 A number of guest speakers have been invited into school from the Bank of England and the University of Birmingham to discuss macroeconomic policy. Useful Links acdcecon.co m Bank of England Marginal Revolution University HM Treasury United Nations Tutor2u Economist EU portal Revision Guru

Biology Vertical Sequencing Curriculum Leader: Mr C Jones Department Introduction: We aim to provide a comprehensive curriculum based upon the key principles of how organisms live and survive. We want our students to understand how different organisms function, how their bodies are organised and how they survive in the environments in which they live. We want our students to appreciate how DNA is the basis of life and the variation that they see in living things can be explained by the theory of natural selection and evolution. Above all, we want our students to enjoy the subject and appreciate the wonder and complexity of life on our planet. By teaching our students biology, we want to give them a sense of global citizenship. We encourage them to value their place in the world and take responsibility for how their actions will affect the environment and the health of themselves and others. We aim to develop their knowledge and skills so that they can make informed decisions on scientific issues when they are adults. To achieve this, we want out students to be scientifically curious and observant. We want them to seek explanations to what they see around them but also to think critically about the scientific information they are given. Our final aim is to instil a sense of scientific confidence that will encourage out students to follow a science related career if that us where their interests lie. We want our students to have broad horizons and high aspirations, understanding that careers in science are varied and far reaching but all have the goal of making a positive contribution to communities, society and the environment. Department Aims: Key Stage 3: Biology 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 begin by learning about how plants and animals are adapted to their environment and how these adaptations help them survive. They continue to explore the different ways that organisms reproduce and pass on inherited characteristics. These ideas then allow students to understand the principle of survival of the fittest and how species evolve over time. Students start Year 8 by learning about cells and develop their microscope skills and continue through the year learning about the process that are required to keep cells alive. They learn about diet, digestion and enzymes, the circulatory and breathing systems, and photosynthesis. They finish the course by learning about ecology, applying what they have learnt to understand how organisms live together in the environment. Key Stage 4: AQA GCSE Biology (8461) ​ Students start their three year GCSE journey in year 9. Each student has access to an online text book via Kerboodle to help them with their studies. How is Biology GCSE assessed? At the end of year 11 there will be two externally examined written papers for Biology, each containing 100 marks and contributing 50% towards the final GCSE grade. Each paper is 1hour 45minutes long and consists of multiple choice, structured, closed short answer and open response questions. The topics in each paper include: Paper 1 Cell biology Organisation Infection and response Bioenergetics Paper 2 Homeostasis and response Inheritance, variation and evolution Ecology Students should have a basic understanding of the following biological principles and be able to apply them in either paper: The structure and functioning of cells and how they divide by mitosis and meiosis. Topic 1, Cell Biology. That variation occurs when gametes fuse at fertilisation. Topic 6, Inheritance, Variation and Evolution. The two essential reactions for life on Earth: photosynthesis and respiration. Topic 4, Bioenergetics. Metabolism is the sum of all the reactions happening in a cell or organism, in which molecules are made or broken down. Topic 4, Bioenergetics. All molecules are recycled between the living world and the environment to sustain life. Topic 7, Ecology. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. Students will also develop their practical skills and analysis techniques through a series of required practicals. These practicals will help them to put in to practice the knowledge they have gained over the whole GCSE course as well as preparing them for their examinations. Key Stage 5: AQA Biology AS (7401) and A-Level (7402) The A level course is designed to provide a suitable preparation for degree courses, while the AS course would be appropriate for any student with an interest in Biological Sciences but who does not intend to pursue a science related career. As well as developing biological knowledge and understanding the course emphasises the way biologists work and the contributions they make to modern society. The course builds on concepts and skills that will have been developed in the new GCSE science specifications. It presents biology as exciting, relevant and challenging. How is Biology A-Level assessed? At the end of year 13 there will be three externally examined written papers for Biology. Paper 1 Content from AS topics 1-4 to include: Biological molecules Cells Organisms exchange substances with their environment Genetic information, variation and relationships between organisms The assessment is a two hour paper worth 91 marks making up 35% of the A-level grade. 76 marks are a mixture of short and long answer questions, 15 marks are extended response questions. Paper 2 Content from A2 topics 5-8 to include: Energy transfer in and between organisms Organisms respond to changes in their environment Genetics, populations, evolution and ecosystems The control of gene expression The assessment is a two hour paper worth 91 marks making up 35% of the A-level grade. 76 marks are a mixture of short and long answer questions, 15 marks are comprehension questions. Paper 3 Content from topics 1-8 including practical skills. The assessment is a two hour paper worth 78 marks making up 30% of the A-level grade. 38 marks are structured questions including practical techniques, 15 marks are critical analysis of given experimental data and 25 marks are for one essay from a choice of two titles. Practical assessment Practical assessments have been divided into those that can be assessed in written exams and those that can only be directly assessed whilst students are carrying out experiments. A-level grades will be based only on marks from written exams. A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams. All students have opportunities to use various apparatus and develop and demonstrate techniques necessary to pass their endorsement. The apparatus and practical techniques are common to all A-level Biology specifications not just AQA. Carrying out the 12 required practicals means that students will have experienced use of each of all the apparatus and practical techniques required. At least 15% of the overall assessment of A-level Biology will assess knowledge, skills and understanding in relation to practical work. In order to be able to develop skills, knowledge and understanding, at least 10% of the marks will require the use of mathematical skills. These skills will be applied in the context of biology and will be at least the standard of higher tier GCSE mathematics. Progression to Career/ University Courses: Biology careers can lead you to study living organisms to help develop biological knowledge and understanding of living processes for a number of different purposes, including treatment of disease and sustaining the natural environment. Biological sciences, Research scientist, Botany, Biomedical Science, Zoology, Microbiology, Genetics, Molecular Biology, Forensic science, Marine Biology, Biochemistry, Neuroscience, Ecology, Environmental Sciences, Government agency role, Teacher, Science writer, Medicine, Veterinary Sciences and Sport Sciences, Dentistry, Pharmacology, Optometry. Extra-Curricular Activities: Science support club every Thursday lunch time.

Headteacher's Welcome I am delighted to welcome you to Wolverhampton Girls’ High School. We have a long and established history of providing outstanding education for girls for over 100 years. We pride ourselves on our traditions, but we do not stand still, we are striving for continuous improvement. There is no charge or cost related to the admission of a student to the school and we welcome students from within the City of Wolverhampton and beyond. We offer a broad and rich curriculum where all students are encouraged and supported to achieve their personal best in all aspects of school life. Our combination of high expectations and support, tailored to meeting individual needs, leads to academic excellence. Students are highly motivated to learn and personalised learning lies at the heart of our provision. The school is respected as one of the best state schools in the country, regularly achieving examination results which place it near the top of national league tables. This success has also been recognised by Ofsted, with the school achieving four successive “Outstanding” inspections. Indeed the school was awarded this highest rating in every category in each of the two most recent inspections. Whilst academic achievements are an important part of life at WGHS, students enjoy the wide range of other opportunities. These include participation in the thriving house system; and opportunities in the fields of sport, music and drama. Sixth Formers are an integral part of the school, taking on various leadership posts and acting as role models for the younger students. There is a plethora of activities for the students to engage in from leading whole school events; to organising charity fundraising activities; participating in debating competitions and enjoying expeditions abroad. Our team of dedicated staff all ensure that students are well supported to achieve academic success, within a caring community. Pastoral care is exceptional, with a focus upon student wellbeing. High quality advice and support is provided to ensure that students are well informed to make their choices when preparing for higher education and their future careers. The school has an impressive record of students going on to read a variety of degree courses including Medicine and Law; and at some of the best institutions in the country including Oxford and Cambridge, alongside securing prestigious higher level apprenticeships at companies such as KPMG. The school’s motto: Ludus Supra Praemium, emphasises the value of taking part as a member of the school community. Our girls are encouraged to develop skills for life long success in terms of understanding themselves as learners and developing as responsible citizens, demonstrating care and respect for all members of the community. We focus on the importance of developing persistence, determination, resilience and self belief, encouraging each of our students to aim for their personal best. I want each and everyone of our students to develop confidence, determination, resilience and self belief. We encourage our students to embrace all that an education here at Wolverhampton Girls’ High School has to offer by seizing the myriad of opportunities both within and outside of the curriculum, to develop passion for learning, and enjoy enriching activities. As a result, our students leave Wolverhampton Girls’ High School with fond memories, and equipped as confident and independent minded young women ready to take on the challenges ahead and enjoy success in their chosen fields. WGHS truly is a special place to be, with its supportive atmosphere, encouraging all students to achieve their best in all aspects of school life. If you would like to find out more about our school, please don’t hesitate to get in touch.