Lower School

Upper School (or VIth form)

Academic responsibility and the tutorial system

At Ardingly there are no Form Teachers. Responsibility for the academic programme of each child rests with a Tutor. Often the Tutor of pupils in Shell is their Housemaster or Housemistress, or a tutor attached to the House, certainly, as the new entrants to the school are unlikely to know well any member of staff, their Tutors have to be chosen for them. After a year, however, they will be asked to choose a Tutor from the wider staff and, providing they hit it off together, this person is likely to remain the Tutor for the remainder of your child's time at Ardingly.

If they don't get on or if someone even more suitable or desirable comes on the scene, it is not difficult to change. Our Tutorial System works well because Tutees wish to be tutored by those whom they have chosen and because there is a limit (12) on the number any one member of Common Room may tutor.

The point I wish to make is that at Ardingly it is the Tutor to whom you should address questions about academic matters rather than the Housemasters or Housemistresses and that it will be well worth your while getting to know him or her as well as your son's Housemaster or your daughter's Housemistress. Naturally there is overlap; of course, the Housemasters and Housemistresses are interested in and are informed about academic progress, but the primary responsibility is not theirs but the Tutor's.

Communications

At the end of each term, you will receive a report on your child's progress in each academic subject. Included in the report will be detailed remarks from your child's

Tutor, Housemaster and Housemistress and two terms out of the year there will also be a comment from me, and in the other term one from the Deputy Headmaster.

From time to time there are assessments during a term; these are brief snapshots of current progress with information on both achievement and effort. A copy of each Assessment is posted to you.

The most important day of each year for you is the Parents' Evening when all your child's teachers will be present to converse with you. The particular value of this occasion is that we can learn from you as well as you learning from us. The dates of these evenings are published well in advance and I beg you to put them in your diary in red, so to speak. If you live overseas, your child's guardian is welcome to come in your stead, but I do offer a special dispensation to those who live abroad to come to any of the five parents' evenings if they happen to be in the country. I can't guarantee that all relevant staff will be present but most will - if you do wish to make use of this special offer, please let Housemaster, Housemistress or Tutor know in advance.

Exams

The pattern of exams in the Lower School is as follows:

Who Chooses?

When it comes to choosing 'A' level or IB subjects at 16, I hope that it will be clearly understood that the choice is the pupil's, not the parents', and not the school's, though, of course, we all have important consultative roles to play. For Shell, when  there is very little choice anyway, most parents will make the decision after consulting their children. Responsibility for the choice of GCSE subjects made at the end of the Shell year will lie between these two positions. It's not easy for some parents to give up absolute control, but learning to take this responsibility is a very important part of your child's education. The other booklets which I mentioned earlier, which describe the courses to be taken for GCSE and eventually 'A' level or IB, will be available to you so that you have plenty of time to talk things through at home. My only advice to you in what can be agonising decisions, is to keep in touch with the Tutor as much as possible.

For general information, the current GCSE options are shown at the back of this

booklet, although changes may well be made for next year.

THE SHELL CURRICULUM

Ardingly College operates a 58 period fortnightly timetable. Lessons are 55 minutes in length and are spread evenly across the two-week period.

All pupils study:                                                          Periods per Fortnight

English                                                                         5

Mathematics                                                                 6

Science:   Biology                                                        4

Chemistry                                             4

Physics                                                 4

Art / Design Technology/ Drama (in rotation)               4

Classical Civilisation (or Latin)                                     2  (4)

Geography                                                                   4

History                                                                          4

Information Communication Technology                     2

Learning for Living                                                       1

Modern Language 1: French or ESL                             5

Modern Language 2: German or Spanish                     5

Physical Education                                                       2

Religious Studies                                                          2

N B

1. All pupils are taught at least one Modern Language; the vast majority take French and most add either Spanish or German.

2. Lessons in Japanese, Italian, Russian and Chinese (Mandarin), for which a fee is payable, may be arranged through the Head of Modern Languages.

ENGLISH

The same broad spectrum of work will be covered in each of the three years up to and including GCSE, but increasing demands will be made on the pupils with regard to depth of penetration and complexity.

Language Work

(a) Listening and speaking - These activities are of paramount importance as life and study skills, and will be examinable in the GCSE. Considerable class and preparation time will be given to exercises in processing and adapting given information, orally, for a variety of purposes; giving and receiving instructions, and persuading. Pupils' talk in class will be treated as a creative exploratory activity at least as valuable as essay or story writing.

(b) Reading - Pupils will continue to be taught a variety of reading skills and learn how to discriminate between them, seeing what sort of reading is appropriate in a particular situation (e.g. skimming, recognising implications, reading closely and analytically, becoming familiar with a variety of genres and styles, reading for pleasure).

(c) Writing - Personal writing based upon accurate firsthand observation and experience, processing given material in different ways for a variety of purposes (reports, summaries); practising specific prose forms (essays, letters, reports, summaries); learning to obey the conventions of grammar, punctuation, spelling and paragraphing.

(d) Language-Study - Grammar revision, sentence recognition, basic sentence structures, parts of speech, elementary grammatical concepts, history of language, origins of words.

Literature

(a) All pupils should develop a sense of what is meant by 'good writing', partly through their experience of class work in readers, as well as poems and plays, but also through some contact with literature from the past. All pupils should have some experience of the classics read for enjoyment and should also possess 'by heart' some suitably representative pieces.

(b) All pupils should learn some generally useful literary concepts, e.g. verse, poetry, prose, rhyming schemes, scansion or metre, certain verse forms such as ballad and sonnet, devices like alliteration and assonance, figures of speech like simile and metaphor.

MATHEMATICS

The Shell Year is used to reinforce much of the work already covered and to carry it one stage further. With the advent of non-calculator GCSE papers our policy of making students practice their mental arithmetic fits well with the National Curriculum. Calculators will only be used towards the end of the year and, even then, estimation will be required as part of the problem solving process. Mathematics is essentially a 'doing' subject, with all students being encouraged to try, and discuss, their ideas. The task system is designed to facilitate regular short exercises to establish familiarity with the standard techniques.

Obviously there are several branches of Mathematics that need to be mastered if any meaningful progress is to be measured. In this first year the syllabus could be split into five main areas:

1. Numerical: understanding and reinforcing the four basic arithmetic

operations, ratios, percentages, accuracy, proportionality, rates, fractions, sequences.

2. Algebra: as a mathematical tool, in science (e.g. re-arranging formulae)

equations, factors.

3. Geometry: Graphs, circles.

4. Trigonometry: through similar right-angled triangles, areas, volumes.

5. Probability & Statistics: data handling, mean, median mode and their uses; classical probability and predictions. Investigations will be used to stimulate activity in the above areas - e.g. searching for a formula to fit the results from work on factors. These projects will become more open-ended as the course progresses allowing those with flair and intuition to 'see' extensions and for all students to achieve a positive result. Books in use: MEI Intermediate I Higher 1

SCIENCES

BIOLOGY

The Biology course in Shell is designed to prepare the students for the GCSE AQA Examination that will be taught in Remove and Fifth. All sets have four 55 lessons per fortnight, with a specialist Biology teacher. The year’s course consists of foundation material to ensure that all pupils are familiar with the basics.

Biology is the scientific study of living things. It includes investigations on microscopic structures, such as cells, and on larger organisms and the environment in which they live. Biological knowledge has developed from the observations, investigations and ideas of many people over a long period of time. Today, biological knowledge is increasing at an ever-accelerating rate and we are all privileged to be able to witness the wondrous discoveries into the complexities of life on earth and possibly beyond!

Through the media, we can learn about the latest discoveries on a wide range of

biological topics, from curing illness and genetically modifying food, to ways of

reducing environmental damage and sustaining species diversity.

During the Shell course you will find out how observation, investigation and ideas

have led to the scientific facts that we know today. The course aims to help students become more scientifically aware by encouraging them to carry out practical lab based investigations, fieldwork in the College grounds, class discussions and a variety of interactive activities within lessons. Each student will also carry out an individual piece of practical coursework.

The course specifications are wide and varied and include the structure of living

things, the body machine, keeping healthy and living things in the environment. The concepts of ‘surface area to volume ratio’, and ‘structure related to function’ will also receive in depth coverage.

The biology course forms one part of the balanced science curriculum where

chemistry, physics and biology are all taught as separate disciplines by well-qualified specialist staff.

CHEMISTRY

The new GCSE course retains a fair proportion of material that is recognisably traditional Chemistry but the emphasis is very much less on the accumulation of facts. Science permeates all aspects of life and the course attempts to demonstrate the role that Chemistry plays in everyday life and to offer an explanation of some of the properties and the interactions of materials.

The Shell course starts with the establishment of safe laboratory practice and, through a series of varied experiments, introduces the apparatus and techniques normally available to the pupil chemist for obtaining and handling pure materials. We then go on to examine chemical change, firstly through decomposition leading to the idea of an element, and subsequently through synthesis to examine the properties of some families of elements so that patterns and trends may be investigated. There are also a number of freestanding modules spaced throughout the year that are based on applications of the subject. Topics covered will include Fuels, Geology and Materials.

Practical work has always been a major component of Chemistry courses and assumes even greater importance in the GCSE as 20% of the final examination mark is awarded for school-based assessment of practical course work. The practical work in Shell is very much of a problem-solving nature and pupils will have had plenty of experience of this type of work before their first assessment paper later on in their second year.

It is an important aim of the course that the work should provide a challenge for pupils of all abilities and that all should acquire an appreciation of the importance of Chemistry in their everyday lives and its contribution to the wealth of the nation.

Amongst the skills that the course aims to develop are an ability to observe and record accurately, to identify patterns and make predictions, to design experiments to test these predictions, to work safely and effectively and to communicate scientific ideas both verbally and on paper. The GCSE Chemistry course is complete in itself and should provide a satisfying grounding in the subject for future specialist and non-specialist alike.

PHYSICS

As with the other sciences, there are four lessons per fortnight. Practical work naturally forms a substantial part of the course, and its primary aim is to start pupils thinking about abstract concepts and the application of some equations. The syllabus content follows the National Curriculum, so the year's work is an important part of the GCSE course. All of the GCSE themes are introduced at this stage. This builds on the pupil’s early scientific knowledge and gives them a good grounding for the Remove and Fifth years. The four themes are as follows:

1. Electricity and Magnetism: Static Electricity, Electric Circuits Magnets and  Mains Electricity

2. Forces and Motion: Speed, Acceleration, Forces and Centre of Gravity

3. Waves: The properties of waves, including the propagation,

reflection, refraction and diffraction of light and sound waves

4. Energy Resources: Renewable & non-renewable resources and Energy Transfer As well as the usual classroom practical sessions, pupils will tackle longer investigations over a period of a few weeks. This is a training process preparing them for the type of assessed coursework that they will be required to do for the GCSE. The course is not, however, completely focused on the GCSE syllabus and there is room to study many everyday applications of science.

ART, DESIGN TECHNOLOGY AND DRAMA

Pupils in Shell have three, three week introductory sessions in each of Art, Drama and Design and Technology. After this period they can opt for two of these subjects, and they will have one lesson per week for each during the rest of the year.

ART

The Art course is designed to introduce pupils to the essentials of art and to give

them some skills and insights into the subject as a basis for their GCSE courses.

There are five main projects:

·  Drawing from life – it could be ‘still life’, drawing objects or going outdoors to draw and paint the beautiful landscapes around the Art School.

·  Three Dimensions – many pupils will have worked in 3D, some not. We will offer a project in clay or wood, plaster and metal.

·  Work in textiles – this could be designed fabrics or possible tee-shirt design.

·  Critical Studies – we will take a day trip to a London gallery, and also look at books, slides and videos of historical and contemporary artists.

·  A personal project.

DESIGN TECHNOLOGY

Students will study the various elements of this subject to achieve a firm understanding of the knowledge and skills so important in this key area of the curriculum. By achieving a sound foundation in this subject area, students are then in a better position to make a more informed decision to pursue the subject to GCSE level at the end of the year. Key areas of study in this curriculum area are:

Electronics

Here the basic skills of electronics are taught, including soldering, the transis tor, electronic timing and oscillations. It finishes with the construction of an intruder alarm, which p upils can take home.

Resistant Materials/Structures

The design process plays an integral part in our everyday lives and students are provided with opportunities to solve problems using a variety of materials in a range of different contexts. These will include the design and manufacture of simple products as well as learning the theory that supports the manufacture of these products.

Graphic Design/Computer Aided Design

This course develops students existing knowledge and understanding of this increasingly important subject and provides opportunity to apply the more formal skills using drawing instruments and further extends their experience using up to date computer software and hardware. Students will use their ‘new skills’ to design and make a net for a package using computer aided manufacture (CAM). These units of work also introduce students to many skills that they will find useful if they continue with Design and Technology to GCSE. In particular, they are useful to those students who in addition to study Design and Technology choose to become involved in the Young Enterprise scheme that is run in the department.

DRAMA

Shell begin the academic year by participating in a three week introductory module focusing on basic drama skills such as improvisation, mask/mime techniques and group work. This introduces students to drama as an academic subject, enabling those new to drama to discover acting techniques whilst those experienced to develop and extend their ability. At the end of the module students opt whether to further their study of drama for the remainder of the Shell year. Once the opting process is completed, students then undertake a process designed to create an ensemble acting company, specifically teaching the disciplines and skills required by the AQA GCSE Drama course.

Participation in scripted work, or the opportunity to work as a technician allows students to follow their own interests, leading towards a public performance in the summer term. Drama in Shell offers an opportunity for prospective student actors, technicians and designers to discover for themselves the creative process of theatrical production and provides an excellent foundation for future study at GCSE.

CLASSICAL CIVILISATION

This course is about the legacy of Greek Civilisation to the modern world. We look at some of the scientific inventions of the Greeks, the development of writing, the Minoan Civilisation, mythology and religion, temples and architecture (with a specific focus on the Parthenon) and democracy. This is an excellent basis for continuing the subject at GCSE (drama, athletics, the Odyssey etc.) as well as providing the context for the origins of other subjects in the curriculum.

GEOGRAPHY

The Shell Geography course is designed to make pupils aware of the world around them through the study of various human and physical issues such as the global warming debate, migration and refugee problems; development and the spread of AIDS; and living with natural hazards. For many this will be a development on from previous studies, for others it will be new, but for all it will be an interesting and enjoyable course. Pupils will be introduced to sources of geographical information such as the Internet and will have the opportunity to research for their own pieces of work. An important part of Geography is fieldwork and we are expanding our use of fieldwork in the Shell year to make more use of the school’s extensive grounds.

Of course we hope that many pupils will be inspired to continue with Geography at GCSE and to that end all of the work that we cover in the Shell year is relevant to the GCSE syllabus. This frees up more time for coursework and revision in the fifth form. A brief outline of the Shell, Remove and Fifth form years is given below.

Shell:               Issues in Geography

Geographical Skills

Fieldwork (on campus)

Remove:         Settlement

Agriculture

Fieldwork (off-site weekend)

Coursework Preparation

Fifth:                Coursework completion

Development

Population, Rivers, Ice Coasts, Tectonic Activity

Revision

The GCSE exam consists of two papers set at two tiers (Foundation and Higher) to enable candidates at all levels to achieve a satisfactory standard at their own ability, plus a simple fieldwork project.

The project involves the testing of an hypothesis. Preparation for the project involves a four-day field trip to the Swanage area of Dorset during the Summer Term of the Remove, followed by about six weeks of instruction during lesson time. Research for the individual project is done during the summer holiday of the Remove. The project itself is written up during Class Time in the first half of the Michaelmas Term of the Fifth form. Therefore, plenty of time is given to project work. The project (1500 - 2500 words) should be seen as an opportunity to score marks outside the pressure of the exam hall. Geography is not a difficult GCSE but it does involve plenty of work. The syllabus is long, but it is also varied and interesting. Most Ardinians are capable of coping successfully with the subject at GCSE level.

The Geography Department is well equipped with video, DVD, library resources, internet links and LCD projectors. The teachers themselves are dedicated to the subject and their enthusiasm helps each a nd every student to achieve their best.

HISTORY

The aims of the Shell course are:

1. To provide pupils with an overview of the key events and issues associated with the 20th century, thus acquiring a deeper understanding of the world in which they currently live.

2. To lay the basic foundations in terms of historical skills and knowledge for the further study of the subject to GCSE and beyond.

3. To encourage and foster an interest and fascination in the study of History. The Shell course is structured around these themes:

The Nature, Conduct and Impact of the First World War

Here pupils are encouraged to investigate and consider the following:

·  Civilian experiences of war

·  Causes of war

·  Military conduct

·  Social, domestic and political impact of war

From Slavery to Freedom: the Experience of Black American Peoples

This unit focuses upon a study over a period of time, and covers the following themes

·  Causes of the slave trade

·  Experiences of slavery

·  Abolition of Slavery

·  The US Civil War – a turning point for Black Americans?

·  The experience of Black Americans in the 1920’s

·  The Civil Rights movement in the 1960’s

Twentieth Century ‘isms’

This unit seeks to raise awareness of the significant political and ideological currents of the 20th century and their consequences.Case studies may include any two of the following:

·  Communism in the Soviet Union 1920’s and 1930’s

·  Capitalism and America in the 1920’s and 1930’s

·  Fascism, including Nazi Germany in the 1930’s and Fascist Italy

·  Anti-Semitism – the experience of the Jews in Europe 1930-1945

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

As the use of computers has become more and more widespread, so it has become important for everyone to have an idea of what computers are capable. Therefore, during this foundation year members of Shell gain experience of a number of computer applications that could be of use to them later in their school or adult careers. It is expected that pupils will already have gained IT skills consistent with Key Stage 2 and Key Stage 3.

General Aims

1. To provide a broad balanced introduction to computers and information and communications technology, with a view to developing both pupil interest and worthwhile ICT skills.

2. To provide pupils with relevant I.C.T. training to facilitate the use of ICT in other subject areas.

By the end of the Shell year all pupils will:

·  Be able to describe the component parts of a computer system and discuss in general terms the use of each piece of hardware and software

·  Be familiar with and competent in the use of Word Processing and Desk Top Publishing packages

·  Be familiar with and competent in the use of a Database system including setting up their own database and interrogating a database

·  Be familiar with and competent in the use of a Spreadsheet package including the creation of charts and graphs

·  Be familiar with and competent in the use of a Multimedia Presentation

package

·  Be familiar with and competent in the designing of Web pages

·  Be familiar with the network system, logging on and out, saving and loading files. Be aware of security and virus problems

·  Be aware of the Computer Misuse and Data Protection Acts

·  Understand communications technology and the use of Email and the Internet

·  Be familiar with the Windows interface

·  Be familiar with information retrieval systems and searching techniques

·  Be able to type with reasonable speed and accuracy

Pupils will be using Microsoft Office 2000 in addition to a number of other appropriate software packages.

Simple Keyboard Skills

We do not teach a full touch-typing course but try to ensure that everyone becomes familiar with the position of the keys. Regular tests are given during the year to monitor progress. Pupils are encouraged to use the skills taught in Shell throughout their GCSE years. The IT resources are available at most times of the day and evening for student use.

MODERN FOREIGN LANGUAGES

FRENCH

Most pupils who enter the Senior School have studied French for at least two years and most will want to continue the language. However it is possible to drop the subject and take German or Spanish instead. Details about the various pathways are explained prior to entry in the letter to new parents.

Language teaching is about teaching the four skills of Listening, Speaking, Reading and Writing. We are lucky to have in the Department specialists of native-speaker fluency who will ensure that a given language is seen as an important tool in communication. Our aim is to produce pupils who are confident to use their Modern Foreign Language in the workplace and in social surroundings. Important in our teaching and in the learning of a modern language is the use of computers, Internet, PowerPoint presentations, videos, DVD’s, games and the recording of role-plays in the language lab.

Areas that are covered prior to GCSE come under the heading of “everyday life”. For example, in the listening comprehension, pupils will be expected to understand a weather forecast, short news items, telephone messages and public announcements. In the reading comprehension there are timetables, menus and newspaper articles. All four skills attract the same number of marks so we aim to produce proficient speakers who can cope with role-plays and story telling. Writing nowadays takes the form of Coursework.

This is not a soft option as accuracy of language is a prime concern. In French, German and Spanish the majority of pupils will be entered for the Higher Tier at GCSE and results have been exceptionally good in recent years. So much for the “nuts and bolts”. Language learning would be a dreary business if we were to pitch everything towards the bare requirements of the examination boards. We do far more. There is a tradition in the Department of reading literature for  enjoyment (the Easy Reader series) and we actively promote exchanges and

study trips! Lively course books provide a key that unlocks a new culture and pupils will emerge at GCSE with the language fluency necessary to compete in a world where communication is essential.

SECOND MODERN FOREIGN LANGUAGE

SPANISH

Spanish is the third most spoken language in the world. It has come to the fore

principally through its implantation in Central and South America, especially through ‘spanglish’, which we all hear in music and films. All the countries in this continent, with the exception of Brazil, speak Spanish. Spain is a member of the EU, it is a favourite holiday destination, but with the added dimension of Latin America, it is clear that the language is very important for anyone in business. It is the language of the future. It is also easy and fun!

GCSE Spanish gives pupils the opportunity to develop a knowledge and

understanding of the language that will allow them to cope with everyday situations. The emphasis now is on what is really useful, vocabulary for holidays, meeting people, solving problems, ordering food and talking about likes and dislikes is introduced in the first year. A dynamic teaching style, frequent use of the IT suite and wholly fluent and enthusiastic Spanish speakers make this language a rewarding experience.

GERMAN

It is easy to become “hooked” by German and there is now quite a following for the language among pupils who enjoy its clarity and logic. It is also far easier than people imagine! Since the re-unification of Germany in 1989 it has also become obvious that Germany will play a central political and economic role in a greater Europe comprising the EU and the countries of Eastern Europe that aspire to the EU.

More people speak German in Europe as a first language (110 million) than those whose first language is English. Clearly, we in Britain will have to compete and do business with the Germans and any pupil who leaves school with this skill will have  that crucial advantage in Europe. The cultural depth of the language in music, art and literature are an added bonus.

The aim of the GCSE course is to help pupils to produce the sort of German that will enable them to move around the country with ease and, just as importantly, to give them a good grounding in the history, customs, geography and culture of the people. There is a regular exchange with the Pädagogium Baden-Baden.

PHYSICAL EDUCATION

In Physical Education, we believe that the pupils should benefit in many ways. We like to think that our programme offers chances for young people to develop

physically, socially and mentally in unique settings. Pupils will reap the rewards of developing core physiological systems, playing as members of a team, using

cooperation to solve problems, learning to appreciate the performance of others and to participate in a sporting manner. Physical Education also develops positive attitudes towards physical activity, understanding how our body works and how exercise can be fun. Pupils are encouraged to participate in activities that supplement their activity programme and give them chances to play sports that they may never try on their own!

Each Shell pupil will experience one 55 minute lesson per week. This will be taught in activities across the following national curriculum areas:

Games

Swimming

Athletics

Gymnastics

The College facilities are maximised to provide experiences that promote lifelong

active participation.

RELIGIOUS STUDIES

Religious Studies in Shell differs quite considerably from the Common Entrance

syllabus. RS is a wide-ranging subject that covers areas such as:

Christian beliefs and practices

Moral issues

World faiths

Philosophy (questioning whether religious belief is possible)

RS is not about telling what to believe, it makes you think and allows you to come to your own conclusions. Religion is the single biggest influence on the world today. It affects the way people think and behave. It has shaped society in terms of law, art, architecture, literature and music. To do Religious Studies is to study and understand the world in which you live.

Christian World

This develops an understanding of how the Christian Church began and how it has grown from a small, unified group to a religion with 1.2 billion followers split into several thousand groups. We also look at the differences between different groups of Christians. The aim is that you will be able to appreciate what the Christian Church is and to develop an understanding of the variety within it today.

Philosophy

This course gives you the chance to ask many of the major questions about Christian beliefs. We address the issues relating to Christ such as the crucifixion and resurrection. We then look at attempts to prove that God exists and challenges to belief in God such as whether it is possible to believe in a powerful and loving God considering the existence of evil and suffering. Having done this you can call yourself a philosopher!

Jesus, who is he?

This course will explore the many different faces of Jesus. We will look at him as both a historical and contemporary figure. This course will involve looking at a range of stimuli including Jesus in film and Jesus in art.

Islam

You will be introduced to the study of Islam, looking at Mus lim rights of passage and issues facing Muslims in the UK today.

ENGLISH AS A SECOND LANGUAGE

Five periods of ESL (English as a Second Language) is provided per fortnight to nonnative English speakers in Shell as part of their normal timetable.

The aim of Shell ESL is two-fold.

1. To improve basic grammar and idiom and to widen vocabulary in English, providing practice in the four skills of speaking, listening, reading and writing.

2. To provide the above students with English support in other mainstream

subjects, particularly the sciences and humanities.

All instruction is in English and is given by experienced, qualified teachers of ESL.

LATIN

Latin Scholarship Candidates and those achieving the appropriate level at CE are usually selected for Latin. The course aims to provide both a sound linguistic basis for the GCSE course in Remove and Fifth, as well as an important contribution to the breadth of the Shell Curriculum. To these ends, therefore, we use the new Oxford Latin Course, which allows the inclusion of many aspects of Roman Civilisation in addition to the language elements. Those not selected, but keen to carry on may join the set if there is room.

MUSIC

Our aim is to introduce children to all the music that is going on in Ardingly. For

those who already play a musical instrument we offer all the usual musical activities. Jazz Band, Chapel Choir, Choral Society, Wind-band Symphony and Concert Orchestras and various ensembles for different instruments. Those who don't learn an instrument are encouraged to begin. We have a large number of outstanding visiting instrumental teachers and we offer tuition on all the orchestral instruments as well as piano, organ, voice and guitar. The college owns a number of instruments that are available for hire. There is an opportunity for music scholars and some instrumentalists to take music in Shell as an option against Ancient World and Religious Studies (see p.3).

In these lessons they are introduced (along with other musicians) to the Information Technology Suite with its sophisticated range of new Cu-base computers. These lessons are a good prelude to the GCSE course with its three disciplines - Listening, Composing and Performing. We teach how music is composed and pieces could include pastiche, experimental work, free composition or arranging, music could reflect influences of non-European cultures, and can use new technology, sampling, sequences, multi-tracking and electronics.

The Shell year is very much a time of assessment. A glance at one of our Music Diaries will show the range of our performing activities. The key word is encouragement. For those who have some ability and who are prepared to get involved the opportunities are endless. We try to spot the talent and hope that those with ability will rise to the bait, and enjoy their music.

GCSE OPTIONS 2006-2008

Examined Core Curriculum:

English Language

English Literature

Mathematics

Double Award Science (or all of Biology, Chemistry and Physics)

Non-examined Core Curriculum (Remove only):

Learning for Living

Religious Studies

Physical Education

In addition, pupils may choose three or four optional subjects from the list below,

making a total of between eight and ten GCSEs. Students will be encouraged to take one modern foreign language, one humanity and one practical subject.

It should be noted that subjects will be blocked against each other and not all combinations are possible.

Art

Classical Civilisation

Design Technology (Graphic Products)

Design Technology (Resistant Materials)

Drama

French

Geography

German

History

Latin

Music

Physical Education

Religious Studies

Spanish