Physical Education Vertical Sequencing Curriculum Leader: Miss C Canlett Department Introduction: We strongly believe in promoting a fun, active and healthy lifestyle. We want students to develop an understanding of the positive benefits of physical activity and become informed participants about the activities that they are taking part in. We use a variety of different teaching styles in order to engage all students and ensure that skill progression is made by all. We offer a curriculum that is both broad and balanced in order to ensure depth of learning and understanding. We extend on learning experiences and opportunities by offering a variety of extra-curricular activities and inter-house competitions for the students to take part in. We believe that Physical Education should be fun to encourage motivation to take part in physical activity. We promote this through our teaching and through the various enrichment opportunities that we offer to our students. Department Aims: The aim of studying Physical Education is that students enjoy the subject through fun and interactive lesson delivery. Students should be engaged in lessons, work hard to achieve their full potential and be motivated to make progress and experience success. Students are encouraged to adopt a positive approach to their physical and mental well-being and have a variety of opportunities and pathways to suit their individual needs. Students will develop all 5 of their abilities through Physical Education: Physical, Social, Personal, Cognitive, Creative. As a result, we hope they will be able to appreciate and articulate what Physical education as a subject has to offer. Key Stage 3: At Key Stage 3 students are provided with a broad and balanced curriculum, ensuring each student has the opportunity to develop across a range of activities, to the best of their ability. They have the opportunity to take part in a number of the following activities through Years 7-9: netball, football, badminton, table tennis, games for understanding, outdoor adventurous activities, fitness, gymnastics, dance, striking and fielding (cricket and rounders) tennis and athletics in their core PE curriculum lessons. In Year 7 we aim to introduce and develop the activities taught. In Year 8 we aim to develop and consolidate the activities taught. In Year 9 we aim to consolidate and refine the activities taught. ​ Students have the opportunity to extend their performance and knowledge by attending extra-curricular activities, which also provides increased access to competition and the opportunity to experience excellence. Key Stage 4: Years 10 - 11 (Core PE) All students continue to take part in Physical Education in Years 10 and 11. We aim to build upon the experiences from Key Stage 3 to further develop their knowledge, skills and understanding. Students are able to have an input in designing the curriculum to take part in activities that they have a greater interest in and follow pathways that suit them. Examples of some of the activities that we offer are netball, football, badminton, basketball, volleyball, handball, fitness, table tennis, games for understanding/Olympics, tag rugby, tennis, rounders, cricket, tennis, dance, gymnastics and athletics. All pupils follow a compulsory Fitness for Life Module in Year 10. The aim is that they will experience a range of different fitness training methods that they can engage in within lessons and then draw upon that knowledge and experience to engage in fitness activities for life. In KS4 we aim to promote healthy lifestyle choices and develop, consolidate and refine skills, tactics and gameplay through the activities taught. Students have the opportunity to extend their performance and knowledge by attending extra-curricular activities, which also provides increased access to competition and the opportunity to experience excellence. Years 10 - 11 (GCSE PE) We follow the OCR specification for Physical Education. Learners must complete all components to be awarded the GCSE (9-1) in Physical Education. Component 01 Content – Applied anatomy and physiology & Physical training. Method of assessment: 1 hour written exam on Physical factors affecting performance – 30% Component 02 Content – Socio-cultural influences, Sports psychology & Health, fitness and well-being. Method of assessment: 1 hour written exam on Socio-cultural issues and Sports Psychology – 30% Component 03 Performance in Physical Education – 30% Method of assessment: Ongoing teacher assessment over 2 years. Awarded from final marks in their strongest 3 activities (worth 10% each). Non-Exam Assessment (NEA) – 10% Method of assessment: A written piece of work relating to topics within the specification. This involves analysis of fitness components and skills within in a chosen activity and development of an Action Plan to improve a weakness within the activity. A whole range of interesting topics are covered within the three components. Some examples are as follows: Understanding the structure, function and effects of exercise on the four main body systems (skeletal, muscular, cardiovascular & respiratory), movement analysis, components of fitness (including fitness testing), principles and methods of training to improve performance, prevention of injury, socio-cultural influences in physical activity and sport (engagement patterns, commercialisation & ethics, drugs and violence in sport), Sports psychology (characteristics of skilful movement, skill classification, goal setting & mental preparation), and health, fitness & well-being (including the physical, social and emotional health benefits of physical activity & diet and nutrition). Within the performance component, candidates need to be able to perform to a good standard in 3 different practical activities. The following activities that can be facilitated in school are: netball, gymnastics, dance, badminton, table tennis, handball, basketball, swimming (assessment only), tennis, cricket and athletics. Activities will need a log of competitive performance and so some activities require this to be done outside of school. If an individual performs to a high standard in a practical activity outside of school and the activity is accepted by the examination board, then they may also be assessed in this activity. However, they will be required to provide video evidence to support this (common activities that are assessed in this capacity are football, horse riding, golf, skiing, boxing, ice skating). Students have the opportunity to extend their performance and knowledge by attending GCSE focused extra-curricular activities, which also provides increased access to competition and the opportunity to experience excellence. Key Stage 5: We have 2 different ways in which girls can formally take part in Physical Education during years 12 and 13. A-Level Physical Education We follow the OCR specification for Physical Education and it is delivered on site at WGHS. Component 01 Physiological factors affecting performance This component will assess: • 1.1 Applied anatomy and physiology • 1.2 Exercise physiology • 1.3 Biomechanics. Method of assessment: 2 hour written exam – 30% Component 02 Psychological factors affecting performance This component will assess: • 2.1 Skill acquisition • 2.2 Sports psychology. Method of assessment: 1 hour written exam – 20% Component 03 Socio-cultural issues in physical activity and sport This component will assess: • 3.1 Sport and society • 3.2 Contemporary issues in physical activity and sport. Method of assessment: 1 hour written exam – 20% Component 05 Practical Performances This component will assess either: • core and advanced skills in performing one activity or • core and advanced skills in coaching one activity. Method of assessment: NEA – 15% Non-exam assessment (NEA) 15% of total A Level 30 marks, weighted up to 45 marks This NEA will consist of one activity taken from the approved list. Learners can be assessed in the role of performer or coach. Component 06 Evaluating and Analysing Performance for Improvement This component draws upon the knowledge, understanding and skills a learner has learnt throughout the course and enables them to analyse and evaluate a peer’s performance in one activity. Method of assessment: NEA – 15% Non-exam assessment (NEA) 15% of total A Level 30 marks, weighted up to 45 marks This NEA will consist of observing a live or recorded performance by a peer and then providing an oral response analysing and critically evaluating the performance. OCR’s A Level in Physical Education will equip learners with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education. This requires them to: • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance • understand how physiological and psychological states affect performance • understand the key socio-cultural factors that influence people’s involvement in physical activity and sport • understand the role of technology in physical activity and sport • refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas • develop their ability to analyse and evaluate to improve performance • understand the contribution which physical activity makes to health and fitness • improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds. Optional Enrichment & Sports Leadership There is the opportunity for members of the sixth form to access the PE facilities during allocated enrichment periods each week. The fitness suite is also accessible during free periods, at lunchtime and after school. Currently there is also an opportunity to complete a Sports Leadership Qualification. Extra-Curricular Activities: The department offers a wide range of activities that students can attend. The activities are open for all students to attend and enjoy participation in the activities. We do also have a number of competitive teams and have a strong history of success in many different sports and activities. Netball There is a netball team for each year group in the school. We are proud that we often experience success in the local leagues and tournaments. Often being runners-up or winners. We experience annual success with many of our teams at the South Staffordshire Tournaments, regularly reaching the County tournament stage, and even reaching the National Finals in 2018. We have a number of girls from different age groups that have been selected to be members of South Staffordshire County netball academy through school organised trials and links with the county coaches. Badminton There is a badminton club for all year groups. These are open to all abilities and have a friendly and sociable atmosphere to them. We enter teams into the local Wolverhampton league and tournaments. Both our U14 and U16 teams are currently Wolverhampton Champions. We regularly reach the regional stages of the competition pathway and have succeeded to represent the region in the West Midlands Finals. Football At different points in the year, we run a club for Years 7 & 8, 9 & 10 and 11 & 6th form. This is open to all abilities. We do enter teams into the local competitions and are competitive in the city league. Gymnastics The gymnastics club runs during the Spring Term working towards the Wolverhampton Schools competition, which takes place in April. The club is available for all age groups and abilities to come along to. Students will have the opportunity to learn and develop new skills and to improve upon the skills that they already have. The focus is to work towards creating their own floor sequence and performing a vault at the competition. Cross Country You can opt to be involved as a member of the school cross-country team that competes in the Wolverhampton league and town championships. We have had success in these competitions in recent years. There are both individual and team competitions in these events. They also have a performance pathway that gives talented runners the opportunity to represent Wolverhampton and the West Midlands. Swimming The school has a swimming team which competes in the annual Wolverhampton City Competition. We have also supported talented performers to enter the British Schools Biathlon competition, which combines swimming and running and have seen some fantastic individual results. Tennis There is an opportunity to play tennis during the Summer Term. This open to all year groups. Students can book out the tennis courts during enrichment time in order to play recreational tennis with their friends. We enter teams into the local leagues and tournaments and have had great success in previous years in the National Aegon Schools Competition. Athletics We run athletics clubs during the Summer Term. We have a track practice at least two lunch times per week. We also have separate throwing and jumping clubs that students can come along to either to improve their performances or to try out for the school team. We have been very successful in this competition for a number of years and very often have been awarded Wolverhampton Schools Champions status. Dance We sometimes have the opportunity to run dance classes that cater for different age groups and different styles of dance. This is dependent on staffing and pupil interest. Very often these classes have been coordinated by older students. We have held successful dance shows in the past and have performance opportunities to showcase talent such as in assemblies, House Winter Games and Sports Day. We very much hope for these to continue to run in the future. Cricket We are very fortunate to have a strong link with Wolverhampton Cricket Club in Tettenhall. We welcome coaches from the club who come into school to work with our students. Many of our students go on to represent the cricket club and have been selected for the county cricket squads as a result. Due to this strong link we have regular success in the South Staffordshire Indoor and Outdoor Competitions, regularly becoming Wolverhampton Champions and have even reached the National Finals stages. Inter-Form and Inter-House Competitions The school has a tradition for holding various Inter-House competitions in different activities that all girls can get involved in order to represent their House and embrace House spirit. House Captains and Sports Prefects in Year 13 are responsible for organising their teams and coaching them throughout the competitions. There is usually a lot of friendly competitiveness, and they are very enjoyable events to be part of. All students that represent their Houses in the different activities are very proud to do so.

Drama / Performing Arts Vertical Sequencing Curriculum Leader: Mrs E Booton-Ford Department Introduction: Drama is taught across all key-stages within the school. The subject develops a number of skills including working in a collaborative and creative manner, using the voice and body to dramatically explore character and theme, the study of drama from its ancient roots to modern day plays, and how to use staging and design creatively to engage an audience. Students are encouraged to sensitively experience real life issues such as the journey of a refugee, devising in response to a stimulus, creating performances from texts such as ‘Labyrinth’ by David Calcut and putting on a show of their own realisation. Department Aims: What skills will I develop? Our aim is to develop a range of skills in Drama that encourage pupils to be confident to express their ideas and perform for an audience. In rehearsal we want pupils to work well as a team: listening to others, offering their thoughts without judgement and taking the opportunity to lead a group. They learn the important skill of working to tight time deadlines that encourage them to work purposefully and trust each other. The texts and themes studied are often sensitive and pupils learn how to sympathetically imagine the lives and experiences of other people. When working with text they also hone their analytical skills, both as means of understanding and interpreting the words on the page, but also to creatively realise these scenes on stage. We also feel it is important that they have control over the use of their voice and body, and that they have the confidence to present to others and engage with an audience. Key Stage 3: Year 7 Year 7 are introduced to the skills of Drama. Lessons are thematic in nature to encourage students to become expressive. The year begins with exploring stock characters and performance structure. Following this, students apply a range of rehearsal techniques to extracts of a performance text before ending with the exploration of non-naturalistic rehearsal techniques. Year 8 Year 8 begin the year exploring contemporary themes and issues surrounding being a youth in contemporary society, through this unit, students examine a range of viewpoints and stereotypes in performance. Secondly, students explore the impact of figures hidden throughout history who have made a significant impact in the arts, sciences, sports and civil-rights movement. Next, the students explore Greek Theatre through the study of the play ‘The Labyrinth’ which introduces them to the roots of Greek theatre and features such as a Greek Chorus and using gesture with meaning. The fourth unit of work is based on the experience of being a refuge. Here they explore real life situations in a dramatic form and how to convey a serious situation to an audience convincingly. The students then move on to study a performance text, applying a range of naturalistic and non-naturalistic techniques to their performances of key extracts to communicate atmosphere and relationships. The students end the year applying their taught knowledge by putting on their own show, embodying the roles of director, performer, marketing executive, finance officer, costume designer, set designer and props designer. Year 9 In preparation for their GCSE options, year 9 are introduced to three schemes of work that builds on their knowledge from years 7 and 8. Students commence the year exploring a range of contemporary theatre styles, with a focus on physicality. Following this, students explore the impact of practitioners and their techniques through workshop and devising based lessons. Finally, in preparation for component one of the GCSE, students explore the physical theatre style in response to a performance text. Key Stage 4: Drama as an options choice engages students through the encouragement of creativity, a focus on practical work which reflects twenty-first century theatre practice and the development of skills that will support progression to further study of drama and a wide range of other subjects. The course has a clear and coherent structure centred on three components, one that focuses on devising, another that focuses on performance of a text and a written exam that encourages students to focus on how meaning in performance is communicated through the audience, performer and director. As an option, Drama obviously has a practical focus and with the structure of the course examining a range of skills, this means that marks can be gained throughout the two years and is not solely reliant on a terminal examination. Studying Drama at GCSE develops transferable skills for progression to A level – students will develop a multitude of skills, including collaboration, communication, and an understanding of how to amend and refine work in order to make a smooth transition to their next level of study. It also supports progression to A level – we have chosen this GCSE to complement our A level qualification. This ensures sensible progression of knowledge, understanding and skills from GCSE to A level and similar approaches to assessment, so that they will have a coherent experience of drama from Year 10 to Year 13. Key Stage 5: The A level Theatre Drama course has a clear and coherent structure – the qualification has a straightforward structure with three components, one that focuses on devising, one that focuses on performing or designing skills and one that focuses on practical exploration of texts to interpret them for performance. This new specification focuses on the practical exploration of performance texts, including exploring them in light of the work of theatre practitioners. The performance texts that will be studied for the exam will require students to articulate how they would perform in certain roles, design for certain scenes and interpret a text for performance, putting practical work at the heart of the specification. The performance texts have been chosen to engage students and inspire teachers and students. We have avoided the most popular performance texts to ensure that students can still perform them in the non-examination assessment components. For examination we study Shakespeare’ ‘The Tempest’ and August Wilson’s ‘Fences’; for the devised coursework unit Franz Kafka’s ‘Metamorphosis’; As a group, the students will perform a section of ‘Things I Know To Be True’ by Andrew Bovell and a monologue or duologue from the text ‘Find Me’ by Olwen Wymark. The range of texts studied at A level supports students understanding of a range of texts that vary in date in preparation for progression into higher education. Extra-Curricular Activities: The Department is committed to giving students, regardless of age or year, every opportunity to see the texts they are studying brought to life on the stage. To further develop our pupils’ appreciation of literature; girls have the opportunity to participate in the end of year whole school production. Also, every year, the House Arts Competition combines both drama and music. There is a lot of enthusiasm for these events. Senior girls take on much of the responsibility for directing, administration, and technical support. They carry these projects through with great style and initiative. In recent years, we have upgraded lights and other technical equipment. There is great interest among senior girls to run the technical side of the productions. In addition, students in key stage 3 can sign up to attend Drama Club each week, with performances being used in the annual Drama Showcase.

HE Fair The Year 12 HE/Careers fair takes place each year during the Spring Term. All of Year 12 and their parents/carers are invited to the event, which showcases around numerous universities, apprenticeship providers, companies and GAP year experiences. We invite representatives from a wide range of institutions to give the students a flavour of some of opportunities which are available to them. Some Old Girls currently in their first year of university or placement will also be on hand to answer any questions about their experiences. This ‘students-eye view’ is always a popular feature of the evening. ​ If your organisation would be interested in taking part, please contact rbrett@wghs.org.uk (Rebecca Brett). ​ organisations that have attended previously include:

Music Vertical Sequencing Curriculum Leader: Miss M Carr Department Introduction: Why do we teach music? Music enhances learning and makes it more enjoyable. It is scientifically proven that music enhances brain functioning. Music is a universal language. It inspires common human feelings and bridges gaps between cultures that spoken languages cannot. Music inspires and evokes emotion in a healthy way. It touches our emotional being and evokes moods and feelings that are sometimes difficult to express. Music creates ambiance. You can use music in any environment to enhance and augment what is already there. All religions use music to help express spiritual values, and all religions use music to uplift the spirit. Music sparks the imagination. Music is taught to every student in Key Stage 3 and is offered as an option for GCSE and A Level. The department also offers instrumental tuition on all orchestral instruments, voice, piano, keyboard and pop and rock guitar. These lessons supplement a diet of Curriculum Music rich in cultural influences and spanning the historical periods from Baroque to Rock and Pop. ​ We aim to expose students to music that they might otherwise never hear. By doing so, we hope to impart a love and understanding of music that will enrich the students’ life. Department Aims: Key Stage 3: During Key Stage 3 pupils explore a range of musical styles through our vertical themes Composing, Appraising and Performing. The musical styles will allow students to develop an understanding of a topic based on the Western Classical Tradition, Popular Music and World Music. Year 7 Elements of Music Film Music World Music: Around the World in 10 Genres Year 8 The Waltz Theme and Variation The Blues Year 9 Popular Music Indian Classical Music New Directions: Music of the 20th Century We aim to make music exciting by offering a wide range of opportunities to find out how music is created. We encourage a contextual knowledge of the music studied and teach students how to be analytical when studying compositional devices. Students have opportunities to use their own instruments alongside classroom instruments. Our lessons are varied and include lots of opportunity to work in pairs or groups, allowing students to develop their transferable skills and apply them across their academic studies. Key Stage 4: We follow the Eduqas GCSE syllabus. Performing - 30% Composing - 30% Appraising - 40%. The subject is covered by listening to and analysing the set works and unfamiliar works, composing using techniques learned from the styles explored and performing as a soloist on their chosen instrument and as part of an ensemble. 60% of the course is completed as coursework with the Appraising Examination sat during the summer session in Year 11. Coursework - Performing Guidance is given as to what music should be selected for the performance module and the assessment criteria are shared with them to enable them to understand what is expected of them. Students may offer any instrument or voice. Opportunities to perform with others are given in lessons and GCSE students are expected to be a member of at least one extra-curricular group run by the school. Students will receive instrumental lessons as a Half Individual (fortnightly) basis in Year 10 to support their Performance Coursework. Coursework - Composing During the first year, technical composition exercises are completed to allow students to develop an understanding of music software used to compose. Students will be supported through workshops to develop the skills required to compose a Free and Set composition, given by the exam board. These exercises lead the way to periods of controlled conditions when students work on their own ideas. Examination - Appraising The set works are analysed and discussed in depth. Resources are available for students to support their learning. The Areas of Study are: AOS 1: Musical Forms and Devices AOS 2: Ensemble Music AOS 3: Film Music AOS 4: Popular Music AOS 1 and AOS 4 include the set works: Bach Badinerie and Toto Africa. Students will study these set works in depth and develop their analytical skills, enabling students to identify how the Elements of Music are used. The appraising course provides good preparation and a clear progression route for those wishing to study music at a higher level. GCSE Music is a varied course. It has practical performance and composition units and with the suite of computers available for use it also provides students with opportunities to build their specialist ICT knowledge and skills. Music is also a highly academic subject. The knowledge and understanding required to succeed is best supported by some prior knowledge of musical theory and it is also advisable to be of a good standard on any chosen instrument before embarking on the course. We suggest a minimum of Grade 4 at the end of Year 9. We offer reduced rates on instrumental lessons taken in school on one instrument if taking GCSE Music. It is advisable to have in individual lesson if studying at this level. Key Stage 5: We follow the Eduqas A Level syllabus What will you study? Your course will be broken down into the Vertical Themes covered at GCSE and KS3. Performance (35%) You will be expected to play 10 – 12 minutes worth of music for your final performance in the spring of Year 13. The level of difficulty expect is the equivalent of Grade 6. Composition (25%) You will submit a portfolio of two works at the end of Year 13. The first is a style composition (written in a specific Classical or Romantic style) and the second is a free composition, in which you can follow your own interests. Appraising Exam (40%) You will complete listening exercises, analysis and write short essays to demonstrate your knowledge of three main areas of study outlined above. Performance You will continue with your vocal or instrumental lessons as you prepare for a solo assessed performance in Year 13. You must perform in at least two different styles, but the repertoire choice is up to you. Instrumental lessons are subsidised for students who opt for A Level Music. Composition You will learn to compose music in the style of Classical and Romantic composers supported by detailed analysis of how this musical language works. In the second year, you will develop your skills in free composition, writing music in any style of your choice. Appraising Exam For the exam we will explore three areas of study: The Western Classical Tradition. This music is the cornerstone of Classical Music – e.g. Mozart, Haydn, Mendelssohn Brahms & Mahler Musical Theatre. Twentieth century musicals are enduringly popular and form a standard repertoire of songs that continues to be influential to the present day – e.g. Rogers, Sondheim, Schonberg & Lloyd-Webber Into the Twentieth Century. The music written in the first half of the twentieth century is varied and bold, with lots of styles from which students might take inspiration for their own compositions – e.g. Debussy, Poulenc, Stravinsky Extra-Curricular Activities: We have a thriving extra-curricular provision in place within the Department with over 11 musical ensembles rehearsing on a weekly basis. There are plenty of performance opportunities that are scheduled across the academic year where students can showcase their performance talents. These include our annual Punch and Carols Performance, Spring Concert and Whole School Show. Our musical ensembles are led by our expert team of Instrumental Teachers and provide students the opportunity to broaden their knowledge of repertoire and develop their performance skills. Our Musical Ensembles include: Junior Choir Senior Choir Vocal Ensemble Musical Theatre Intermediate Strings Senior Strings Concert Band Flute Choir Symphony Orchestra Theory Club Composition Clinic Rock and Pop

Our School This is the about us section of the school website, here you can find more information about school policies we have in place as well as viewing the latest results. ​ 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. ​ 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. Our School Headteacher's Welcome Mrs Young welcomes you to WGHS and explains what makes us so special. Read More Results Our latest results for both GCSE and A Level. Read More School Policies Here you can view and download copies of our school policies. Read More School Vision Discover our schools vision and see how we look to achieve our goals. Read More Ofsted Reports Click here to view the latest Ofsted Reports. 2009 2017 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. 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. Extra Curricular Activities Pastoral Care School Fund Articles and Memorandum of Association of Wolverhampton Girls' High School DfE Attainment and Achievement Data Funding Agreement annnual reports and accounts Annual Report & Financial Statements Executive Pay Disclosure Awards and Achievments View the school awards and achievements . Read More Facilities View information about the facilities we offer here at WGHS. Read More School Governors (Trustees) View information about the school Governors. Read More A Day at School Timings of the day Find out the structure of the school day and the experiences of some of our students. Read More Job Vacancies Current job vacancies at WGHS can be found here. Read More

The Hub - Virtual Tour Welcome to The Hub, the centre for pastoral support at Wolverhampton Girls’ High School. The Hub has been designed to centralise all pastoral support and administration in the school and to make your House Leaders as accessible to you as possible. There will always be a member of staff that you can speak to so you can access whatever support you need at any time. ​ Please explore the map below and click on any part of the Hub you wish to know more about. 360 degree photographs are also available via this map so that you can visibly see what theses different areas are like: Hub Reception If you would like to speak to one of your house leaders, or another member of pastoral team, please inform the member of staff on the desk, Mrs Shackleton or Mrs Phillips, and they will see whether they are available to speak to you. If you have an appointment during school, you can sign in or out at the Hub using your fingerprint on our scanner. This will automatically register you as present or out of school dependent on whether you have arrived or are leaving early. Sixth Formers should always use the finger print scanner to register in or out to ensure they have a mark for morning and afternoon registration if they are in school. The reception desk is where you can also find your form’s register folder and other things you may need such as music lesson slips, early lunch pass forms and copies of letters you may have missed. Lost property is still located at the school’s main reception. Hub Reception Mrs L Bould House Leader of Audley Teacher of Biology Responsible for: Enrichment ​ ​ ​ ​ ​ ​ Mrs C Jones Assistant House Leader of Audley Teacher of Latin ​ ​ ​ ​ Email for Audley Leaders: thehub@wghs.org.uk Audley Mrs S Milovsorov House Leader of Ferrers Teacher of Food ​ Responsible for: ​ Leadership ​ ​ ​ ​ Miss M Thompson Assistant House Leader of Ferrers Teacher of Chemistry ​ ​ ​ ​ ​ Email for Audley Leaders: thehub@wghs.org.uk Miss J Price House Leader of Stafford Teacher of Physical Education ​ Responsible for: ​ Special Education Needs Provision ​ ​ ​ ​ Miss S Bannister Assistant House Leader of Stafford Teacher of Design & Technology ​ ​ ​ ​ ​ Email for Audley Leaders: thehub@wghs.org.uk Ferrers Stafford Mrs E Clarke House Leader of Paget Teacher of Chemistry ​ Responsible for: ​ Year 7 Transition ​ ​ ​ ​ Miss C Canlett Assistant House Leader of Paget Teacher of PE ​ ​ ​ ​ Email for Audley Leaders: thehub@wghs.org.uk Paget Pastoral Support Staff Mrs B Wittwer Hub and Learning Support Manager Mrs T Castle Pastoral Administration Assistant Mrs L Taylor Administration Assistant Mrs J Phillips Pastoral Administration Assistant Mrs R Darby Sixth Form Administration Mrs K Hulland Student Wellbeing Officer Miss D Ellis Student Wellbeing Officer PastoralSupportStaff

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Careers advice for Parents As parents and carers you have a very important role in supporting your daughter as she makes big decisions linked to her future career. As you have gone through this process, you are in a position where you can act as a facilitator to help your child find the path that suits them best. Whilst you have your own aspirations and ideas for your child’s future it is important to keep in mind that there is a wide variety of options available to your child. Research also indicates that when students feel supported and loved by their parents, they have more confidence in their own ability to research careers and to choose a career that would be interesting and exciting. This is important because studies show that adolescents, who feel competent regarding career decision-making, tend to make more satisfying career choices later in life. (Keller 2004). It is important for parents to give support and encouragement to explore the many options available to find the best career fit. Things that you can do to support your child: ​ Read up on relevant post-16 and post-18 options Attend meetings, including parents’ evenings, to ensure you have a good understanding of your child’s aptitude and interests Ensure your child takes every opportunity to access enrichment opportunities available to them Encourage/support your child to gain work experience Talk to your child about their interest and ideas for their own future Discuss ‘back-up’ options if predicted results do not happen If possible introduce your son/daughter to someone currently doing the course/working in the career area Remember parental advice is invaluable, but school leavers must make their own particular career choices. ​ All About School Leavers Search for alternative options to university as well as sponsored degrees Getin Go Far National apprenticeship service UCAS The university and college admission service offering advice and guidance for courses for those ages 16 and above All About Careers Careers information aimed at 16-24 year olds Plotr Career exploration matching tool and job locator. Not going to Uni All other options than full time university courses

Year 10 Work Experience This school has sent girls on Work Experience for over 25 years and the feedback received from the girls themselves and employers has always been most favourable. More and more Higher Education Institutions and prospective employers regard work experience as a very beneficial and necessary process for young people. ​ Girls are encouraged to organise their own work placements as this helps them to develop confidence and communication skills. ​ When you go out on work experience it is hoped that the experience will help you gain an insight into the world of work and an idea of how things are done in the ‘outside world’ away from school. It will also make you more aware of some of the problems that can occur when people are at work. ​ It is just one element in your education and, therefore, it should not be looked at in isolation from the rest of the work you do at school. You will have to spend some time preparing for your placement and reflecting on what you learnt in order to benefit fully from it. ​ You will be asked to observe what goes on in the workplace as well as taking part in the activities in it. ​ Work experience is a valuable opportunity and your work experience placement and the preparatory and follow-up work might help you to: ​ Recognise develop and apply their skills of enterprise and employability. Use your experience of work, including work experience and part time jobs, to extend your understanding of work. Learn about the way business enterprises operate, working roles and conditions and rights and responsibilities in the workplace. Develop awareness of the extent and diversity of local and national employment opportunities. Relate your own abilities, attributes and achievements to career intentions and make informal choices based on an understanding of the alternatives. Learn from contact with personnel from different employment sectors. Have experience of working practices and environment. Engage with ideas, challenges and applications from the business world. ​ It is important that placements are organised as soon as possible as the summer is a very popular time for work experience.

Pastoral Care We believe it is the right of every girl to feel happy and secure. Along with high quality teaching, we are also dedicated to providing excellent pastoral care. Families appreciate the warmth of relationships between teachers, students and their parents, which ensures that your daughter will be known as an individual. House System ​ Central to Wolverhampton Girls’ High Schools ethos and traditions is a strong House System. ​ The school is organised into four houses: Audley, Ferrers, Stafford and Paget. Each House has 8 or 9 forms which comprise of a small number of students from each year group across the 11-18 range. ​ The House System now provides a platform for students to work together and compete against each other’s houses in cultural, creative, sporting and academic events. Students are able to display their talents, work hard and most importantly, have fun. Form Tutors ​ Form tutors are primarily responsible for the pastoral care of students in their form. Students see their form tutors every day during their tutor session and can ask about any uncertainties, however small they may seem. Form tutors take the time to get to know each child individually and discuss with parents any difficulties that may arise. Our Pastoral Structure ​ Form tutors work closely with the Heads of House, Assistant Heads of House and Director of Sixth Form who have overall responsibility for the pastoral care of each student within their House. The school also benefits from pastoral support staff who work closely with students to address their particular needs and support their ongoing progress in school Pastoral Care Parent Information Click here to view the Year Group Handbooks for this academic year. Read More The House System Find out more about the different houses and what it means to the school community. Read More Safeguarding Policy Here you can view the latest WGHS School Safeguarding Policy Read More The Hub - Virtual Tour The Hub has been designed to centralise all pastoral support and administration in the school. Read More The Hub ​ The Hub acts as our pastoral care and support centre within the school. Teaching and non-teaching pastoral staff are based within The Hub for students to access pastoral care and support, when needed, as well as more day-to-day routine support. ​ The Hub also provides a main communication channel for parents/carers with school. Parents/Carers are able to access a member of staff who will listen to their queries and concerns, relay the actions they will be taking and include any time scales. Where appropriate the hub also provides the bridge for partnership work between school and parents in supporting students. School Nurse ​ Students benefit from a weekly School Nurse Service drop-in-session on a Tuesday lunchtime with our school nurse, Joanne Cotterill. Our School Nurse Service is based at Pendeford Health Centre and can be contact on (01902) 444531. More details of the School Nurse Service can be found at the following website: School Nursing Service | Wolverhampton Information Network Liaison between Parents and School ​ Over the course of the year we will communicate with parents in a variety of different ways: ​ We will email home our weekly E-Bulletin. This document highlights up and coming events and recent achievements, in addition to recent letters home; Each half term we publish the school newsletter. This is available on the website and sent home by email; Grade sheets and/or written reports to update you on your daughter’s progress; Parents’ Evenings Additional information evenings such as the Meet the Tutor evening, Year 9 choices evening, Higher education evening, presentation events etc… Text messages; Hard copies of letters will be sent home for a variety of matters and electronic versions of these are uploaded to the school website. ​ If at any time there are concerns about your daughter’s progress or well being you can expect members of the pastoral team or teaching staff to contact you. We also encourage parents to contact us should they have any concerns or information they wish to share with the school. The Form Tutor or Subject Teacher would usually be the initial point of contact for parents but Heads of House and Curriculum Leaders can be contacted as necessary. Further details on making contact with school can be found in our Parent information booklet. ​ Mr Adam Jones (Deputy Headteacher – Student Guidance and Support)

School Uniform Wolverhampton Girls’ High School uniform can be purchased from either of our two suppliers, Lads & Lasses Schoolwear and Monkhouse. On this page you can view our Uniform Policy and also shop online at either of our suppliers. School Policies Lads & Lasses Schoolwear Wolverhampton Girls' High School Uniform Shop Visit Online Store Monkhouse Wolverhampton Girls' High School Uniform Shop Visit Online Store

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