Chemistry Vertical Sequencing Curriculum Leader: Miss M Husein Department Introduction: The chemistry department at WGHS aims to create enthusiastic, knowledgeable, interested and ultimately successful learners who recognise chemistry’s important place in the world. Our aim is to develop scientific curiosity in our students through inspiring teaching. Chemistry affords exciting opportunities for our students to develop their understanding of the world at an atomic level. We want to challenge our students to tackle difficult concepts and formulate their own judgements. Our students will develop a high level of scholarly understanding of the world around them, enabling them to make informed decisions as global citizens. We are committed to establishing a learning environment that encourages students to develop their observational, experimental, problem solving, critical thinking and evaluation skills so that they become confident at analysing and interpreting information and data. Students will be offered many opportunities to apply and expand on their mathematical and communication skills. They will become aware of the ethical implications of scientific advances and gain opportunities to independently extend their skills beyond the classroom. Fundamentally, our team want to inspire, foster, and nurture a love of chemistry and use scientific knowledge and skills to make informed decisions about the communication, application, and implications of science related to their own lives, cultures and to the sustainability of the environment. Department Aims: Key Stage 3: Chemistry 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. Students begin Year 7 by learning how to work safely in a laboratory and how to use different pieces of equipment. This then allows them to make observations about different substances which leads to them learning about the particle model of matter. They continue to explore the idea of pure and impure substance, and mixtures and learn different techniques for separating them. They finish the year by applying their knowledge to learn about acids and alkalis, which introduces them to the idea of chemical reactions. In Year 8, students develop their understanding of matter by learning about atoms, elements, and compounds. This introduces them to the Periodic Table, which they use to write word and chemical equations. They then explore different types of reactions including learning about exothermic and endothermic reactions, and how metals are extracted from their ores. Key Stage 4: In year 9 the students commence study for the GCSE Chemistry (8462) This qualification is linear. Linear means that students will sit all their exams at the end of the course. The course is arranged into 10 units and the students must complete 8 required practical activities over the three years of teaching. Subject content: 1. Atomic structure and the periodic table 2. Bonding structure and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources At the end of year 11 the students will sit two 1 hour 45 minute papers consisting of multiple choice, structured, closed short answer and open response Key Stage 5: A-level builds on the concepts and skills developed at GCSE to help nurture students' passion for science and pave the way for further study and careers in science. Students will study AQA chemistry A level (7405) in Year 12 and 13. This qualification is linear which means that students will sit all the A-level exams at the end of their A-level course. Subject content includes Physical chemistry Atomic structure Amount of substance Bonding Kinetics Chemical equilibria, Le Chatelier’s principle and Kc Oxidation, reduction and redox equations Thermodynamics Electrode potentials and electrochemical cells Acids and bases Inorganic chemistry Periodicity Group 2, the alkaline earth metals Group 7(17), the halogens Properties of Period 3 elements and their oxides Transition metals Reactions of ions in aqueous solution Organic chemistry Alkanes Halogenoalkanes Alkenes Alcohols Organic analysis Optical isomerism Aldehydes and ketones Carboxylic acids and derivatives Aromatic chemistry Amines Polymers Amino acids, proteins and DNA Organic synthesis Nuclear magnetic resonance spectroscopy Chromatography A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by the chemistry teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written examinations. At the end of Year 13 students will sit 3 examination papers on Inorganic, physical, organic and practical chemistry. Extra-Curricular Activities: Science club

Student & Parents Links Here you can find links to frequently used school information such as school letters. Report Covid Test Result to WGHS (Sign in with WGHS account) School Links Term Dates Contact Us student&paretslinks

Our Day Out This year’s school production of Willy Russell’s Our Day Out, set in 1980s Liverpool, will see a talented cast fully recreate the hilarious story of Mrs Kay’s progress class and their infamous day trip to Conwy castle to a soundtrack of early 80s classics. The pupils have already portrayed their own tortured teenagers in their adaptations of ‘Romeo and Juliet’ for House Arts. Now follow us in the footsteps of Mrs Kay and her fellow teachers Susan and Colin as they try to give their pupils a good day out. They have to battle the unsympathetic Deputy Head Mr Briggs, and the antics of the children at the castle and the zoo. Our fun-filled production will begin at 7pm and refreshments will be available at the interval. The cast and production team warmly invite you to join us from a wonderfully nostalgic evening on either Tuesday 5th or Wednesday 6th of July 2022. You can purchase tickets by clicking here Tickets for this event cost £6.00 each.

Punch and Carols You are warmly invited to our very popular Punch and Carols Concerts on Tuesday 3rd December and Wednesday 4th December 2019 at 7.00pm. Tuesday evening includes performances from the following: Intermediate Strings, Junior Choir, Musical Theatre, Wind Band, Rock and Pop, Footstools, Jazz Band and Vocal Ensemble. Whilst on Wednesday evening the String Orchestra, Senior Choir, Concert Band, Footstools, Jazz Band and Vocal Ensemble will perform. The girls always exceed expectations on these evenings ensuring an enjoyable festive event! During the interval complimentary seasonal refreshments including mulled wine, spiced apple juice and mince pies will be served in the dining hall. Tickets are available to purchase via Box Office by clicking here at £6 per ticket. Tickets always sell out very quickly as seating is limited. To ensure your preferred evening please book promptly when tickets go on sale. Each night there will be a raffle with a main prize of a Christmas Hamper. We would be very grateful for any suitable donations for the raffle which could include food and drink items, toiletries etc. Also, any donations of mince pies, stollen or lebkuchen are appreciated. All donations should kindly be taken to the Main Reception Office on Friday 22nd November. (home baked items by Monday 2nd December please). We do hope that you will join us for an evening of exceptional musical entertainment!

PSHCE Vertical Sequencing Curriculum Leader: Mrs E Bevan Department Introduction: In PSHCE we LEAP … Learn in a safe environment free from judgement or shame Engage with current topics and issues that affect you and those around you Advance your understanding of your own health and wellbeing Provide you with important skills and knowledge for wider life The three core themes we cover are: Health and Wellbeing Living in the Wider World Relationships Health and Wellbeing Students learn what is meant by a healthy lifestyle, how to maintain physical, mental and emotional health and wellbeing, how to manage risks to physical and emotional health and wellbeing, ways of keeping physically and emotionally safe and recognising influence. We talk about how to manage change, including puberty, transition and loss, and how to respond in an emergency. Students will also learn the importance of personal hygiene, road safety, cycle safety and online safety. One element of Health and Wellbeing is the introduction of VESPA, practiced correctly, this gives students the study skills to achieve their personal best. Living in the Wider World Students learn about respect for themselves and others, the importance of responsible actions and behaviours, their role in the community, rights and responsibilities, equality and diversity, the importance of respecting and protecting the environment. They gain knowledge on debt and credit, income and investment, and career pathways and enterprise skills. Relationships This theme builds knowledge on how to maintain a variety of relationships, within a range of social and cultural contexts while promoting respect, equality and diversity. Students will be taught how to recognise and manage emotions within relationships, respond to risky or negative relationships, including bullying, abuse, and consent and where to ask for help. We scaffold our delivery at an age-appropriate level to ensure students build on prior knowledge. In KS3 and Year 10, students have one lesson per week, in Year 11 and KS5, students have one lesson per fortnight. Religious Education is delivered to all KS5 students through PSHCE. PSHCE is delivered implicitly as well as explicitly; through many areas of school life such as assemblies, weekly quizzes, and is complemented by the broad curriculum we offer. Students are invited to partake in a variety of enrichment opportunities such as LGBTQ+, Mock Magistrates, Youth Council, and Young Citizens. Further information on PSHCE guidance can be found here Changes to personal, social, health and economic (PSHE) and relationships and sex education (RSE). - GOV.UK (www.gov.uk) If there is anything you would like to discuss, please contact ebevan@wghs.org.uk Department Aims: We aim to provide an education that prepares students for life's opportunities and challenges. We want every student to have an equal opportunity to develop the skills and knowledge they need to be the best version of themselves. We want every member of the WGHS community to feel safe, supported, and valued. Key Stage 3: Key Stage 4: Key Stage 5: Extra-Curricular Activities:

Admissions September 2024 – Information about test results and admission to Wolverhampton Girls’ High School. Thank you for your interest in our school and for bringing your daughter to sit our recent entrance test at one of the testing sites. ​ I understand that some big decisions lie ahead and hope that through sharing this background information, you will find it helpful in informing your choices. ​ The recent entrance test assessed your daughter’s knowledge, skills and understanding in three areas: English, Mathematics and Non Verbal Reasoning, across two papers. The results were then combined to give an overall test score, taking into account the candidates’ different ages on the day of the test. ​ This year we have moved to a new test supplier, GL Assessment, in line with other Midlands selective entry schools. As this is the first year of the GL Entrance Test, we have adjusted our test scores from previous years, to enable you to make comparisons between this year and last year. We hope that the information we provide here is helpful for you: ​ Last year, the highest score achieved for WGHS in the test was 276 and the lowest was 131. This year, the highest score achieved for WGHS in the test was 279 and the lowest was 129. Because of the dependency on the preferences stated in the Local Authority Preference Form, it is not possible at this stage to identify the lowest score that will be needed to secure a place at the school in Year 7. We will have 180 places for September 2024. This is the same number of places as in each of the last three years. The score of the last candidate to be offered a place in 2023 was 206. The lowest score of a candidate to be offered a place in recent years was 198. ​ I cannot stress enough that this information is provided as a guide, and the lowest score for 2024 may be higher, lower or the same as in previous years. Results vary from year to year. The lowest score required to gain a place at the school will not be known until National Offer Day: 1st March 2024, following the Local Authority allocations. ​ For those candidates who have provided evidence of Pupil Premium status, our qualifying score is 202. The highest scoring twenty-five Pupil Premium candidates on or above this score will automatically be offered a place if we are listed as first choice or if you do not meet the criteria for the schools you have listed above us. ​ For those candidates with a score equal to or above the lowest score in recent years to have been offered a place at the school, we would encourage you to list Wolverhampton Girls’ High School on your Local Authority Preference Form. You will be aware that the national deadline for the completion of this form is 31st October 2023. If you are yet to complete this, it is important that you do so. If you choose not to list Wolverhampton Girls’ High School on your Local Authority Preference Form then your application will go no further. Similarly, if you do not list us as first preference and your daughter is offered a place at a school you have listed as a higher preference, then your application for admission to our school will go no further. ​ Candidates with a score below the lowest score in recent years (198) may struggle to cope with the pace and challenge of the work at Wolverhampton Girls’ High School. ​ You will also find a wealth of virtual materials available by clicking here . ​ May I offer my very best wishes for your daughter in the next steps of her education. ​ Mrs T Young Headteacher

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.

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:

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Academy Trust Academy Trust Company Number: 8918836 Registered Office Address: Tettenhall Road, Wolverhampton, WV6 0BY. Trust registered to: England and Wales School Trust members: ​ Trade Union Facility time: 21/22 The Academy Trust had more than 49 fulltime equivalent employees throughout the reporting period and therefore includes the following information in line with the Use of Trade Union Facility Time Publication Regulations: Relevant union Officials: Percentage of time spent on facility time: Percentage of pay bill spent on union facility time: Paid trade union activities: Attendance at Governor’s meetings 2021-22 Name Date Anne Ward 1 April 2014 David Anderson 28 February 2022 Gill Fox 1 September 2022 Kaye Harrison 27 March 2019 Mark Jones 1 April 2014 Sarah Swan 1 July 2021

Homepagescrolldown Welcome to our 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 char ge or cost related to the admission of a student to the school and we welcome new students in the Sixth Form 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. About our School The Girls' High has a long and established history of providing outstanding education for girls for over 100 years. Read More Admissions There is no charge or cost related to the admission of a pupil to the school. Read More Whilst academic achievements are an important part of life at WGHS, students enjoy a 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, 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, 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 encourage each of our students to aim for their personal best. ​ 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. Why Choose Us Our offer Here at Girls’ High we have a long and well-deserved reputation for offering students an exceptional seven years of study. Each individual student who joins is provided with the opportunity to achieve their own personal aspirations, both academically as well as beyond the classroom. ​ We offer a broad and varied curriculum The school offers a broad and rich curriculum with over 20 subjects available for study at Wolverhampton Girls’ High School which means that we are able to provide an educational pathway that is tailored to the individual student’s needs. ​ We care Care, support and guidance are key elements at Wolverhampton Girls’ High School. Whilst academic achievements are exceptional this is not a solely academic school. Students join us knowing that they can fulfil their academic potential as well as developing the key skills essential for success both in and beyond school. We are highly skilled at ensuring students are able to secure places at outstanding institutions as well identifying and supporting applications for other opportunities beyond Sixth Form. ​ We achieve outstanding results Each year the vast majority of our Year 13 students go on to further study including institutions such as Oxbridge and Russell Group Universities. We offer every encouragement to all students in whatever they wish to pursue, whether this be university, higher apprenticeships, employment or a gap year. ​ We offer exceptional opportunities Students have the chance to develop communication, leadership and independence skills through the diverse enrichment opportunities on offer. The students play an instrumental role in the school community, organising a wide range of extra-curricular and enrichment activities, charity events and contributing to school development and are able to take on positions of responsibility such as House Captains, Prefects, Deputy and Assistant Head Girl and Head Girl. They also benefit from a wide range of trips abroad including Russia, Italy, France, Spain, and Iceland, opportunities which support curriculum studies and help the girls to grow into well-rounded individuals. Curriculum We offer a broad and rich curriculum where all students are encouraged and supported to achieve their personal best. Read More Pastoral Care We believe it is the right of every girl to feel happy and secure at WGHS. Read More

Religious Studies Vertical Sequencing Curriculum Leader: Mrs A Meredith Department Introduction: Welcome to the Religious Studies department website. In Religious Studies, students enter into a rich discourse about the religious and non-religious traditions that have shaped Great Britain and the world, enabling them to take their place within a diverse multi-religious and multi-secular society. Religious Studies at WGHS is intellectually challenging and personally enriching. It affords students both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world. All pupils take Religious Studies in years 7-9 and are taught in form groups. Many Year 10 and 11 pupils opt to study the subject at GCSE. Religious Studies is also a very popular subject at A-Level. Department Aims: The aim of studying Religious Studies is to equip students with the knowledge and skills necessary to allowing an academic and critical exploration of key beliefs, practices and sources of authority across the six major World Religions. We explore the influence of such on individuals, communities and societies, and consider similarities and differences within and/or between religions and beliefs. Key Stage 3: Year 7 In Year 7 we begin with an exploration of religion, philosophy and ethics. We consider the nature of ultimate questions and epistemology as a means of understanding both why and how we can effectively and appropriately study this subject. Students consider what it means to hold a worldview, including identifying their own worldview, and how such can impact on the way people might choose to live, or how we respond to different ethical issues. During Year 7 we also focus specifically on the beliefs and practices in Christianity and Sikhism. Students are assessed according to the GCSE style of questioning and skill-base that is required at KS4. This is to advance the development of these necessary skills in preparation for GCSE study, and therefore encourage greater levels of attainment throughout KS4. Year 8 In Year 8 we look at the core beliefs and practices of Judaism, Hinduism and Buddhism. Students are assessed according to the GCSE style of questioning and skill-base that is required at KS4. This is to advance the development of these necessary skills in preparation for GCSE study, and therefore encourage greater levels of attainment throughout KS4. Year 9 In Year 9, pupils conclude their study of the World Religions, moving on to the key beliefs and practices within Islam. Pupils will be able to describe, explain and evaluate a range of religious concepts, including the nature of God, and the significance of religious rituals and how they are informed by beliefs. They will be able to interpret and apply religious scripture and other sources of wisdom, recognise and explain differences within and across religions, and describe and justify the influence of religions on how believers live today. Students will also study Philosophy, Theology and Ethics (with taster links to the Religious Studies A-Level syllabus), and end KS3 with a thematic topic that allows them to recall and apply their learning across the six World Religions to issues relating to social justice and human rights. Key Stage 4: In Year 10 we study the AQA A Religious Studies GCSE, and there is greater emphasis on the development of examination skills, as well as the need for students to learn a variety of relevant and applicable scripture and sacred writings. In Year 11 we complete the AQA A Religious Studies GCSE, and ensure that necessary examination skills are fully embedded. There is far greater emphasis on assessment under examination conditions in both the formative and summative assessments. We follow the AQA Specification A (Christianity, Buddhism and philosophical and ethical themes). During this course we look at a range of topics from the perspectives of Christianity at least one other world religion. Philosophical and ethical issues is always an extremely popular part of the course and lively discussions often ensure! We also relate the issues raised to contemporary films where relevant in order to reinforce our studies. Issues studied include medical ethics (abortion and euthanasia), families and gender equality, crime and punishment, and arguments for and against the existence of God. Pupils are encouraged to keep abreast of these issues and to take an interest in the world situation. Key Stage 5: Religious Studies continues to be very popular choice in Years 12 and 13, and several students who complete the full A-Level extend their studies at degree level. We follow the OCR A-Level Religious Studies Course. The aim of studying Religious Studies is to allow students to explore many of the most important questions of human existence, and trying to find truthful, or at least reasonable, answers to such questions is an extremely valuable quest. The philosophy of religion looks at all kinds of aspects of religious belief and practice, through a philosophical lens. Ethics are often linked to things we believe in, whether that means religious ideas or philosophical principles. To study theology is to attempt to look at religion from the inside, using the methods, the language and the view of the world from the insider’s perspective. It explores the doctrines, dogmas and teachings that Christians live by. We explore a variety of topics taken from across the three A-Level components – philosophy of religion, religious ethics and theology – and apply this learning in the required essay format, developing the ability to retell, explain and critically discuss the views, ideas and practices of others. Extra-Curricular Activities: Core Religious Education (RE) for 14-19 Religious Education is a statutory requirement for all students, and our 14-19 RE provision aims to broaden and enhance the curriculum by giving students the opportunity to consider a wide range of religious, philosophical, psychological, sociological and ethical issues and to develop their own codes of belief. At WGHS,RE is taught through the PSHCE programme, assemblies and extra-curricular activities, including our student-led RE Working Group that delivers explicit RE content aimed at promoting and celebrating different faiths and festivals to all students via assemblies, form time activities and school displays.