1 Holmer Green Senior School WELCOME TO OUR SCHOOL
2 Table of Content General Information Letter from Headteacher Page 3 Microsoft Showcase Schools Page 4 Introducing Year 7 Page 5 Admissions Arrangements Page 5 The School Day Page 6 Uniform Page 6 Examination Results Page 6 Pastoral Care, Attendance and Punctuality Page 7 Subject Information Art & Design Textiles Page 8 Business Studies Page 9 Computing/IT Page 10 Design Technology Page 11 Economics Page 12 English Page 13 Geography Page 14 History Page 15 Maths Page 16 Modern Foreign Languages (MFL) Page 17 Music Page 18 Performing Arts Page 19 Physical Education Page 20 PSHCE Page 21 Religious Studies Page 22 Science Page 23 Sixth Form Page 24 Learning Support Page 25 Penn Resilience Programme (PRP) Page 26 Learning Resource Centre (Library) Page 27 Extra Curricular Activities, Clubs and Trips Page 28
3 Dear Visitor A very warm welcome to Holmer Green Senior School. We are an Ofsted graded “Good” school and for a non-selective, comprehensive school in a selective county we pride ourselves on excellence and the impact we have on shaping character. We have moved to an Open Evening as parental feedback suggested a preference to be able to walk around the school site freely and ask questions more easily of staff and students. As part of this event we hope you get to see some of our great facilities, such as: sports hall, fitness suite, dining hall, classroom block, study area and pastoral facilities. There is a Headteacher’s presentation that will be delivered at three separate times to support different arrival times. The main stars of the school, our students, will give a flavour of their experiences whilst at Holmer Green Senior School commenting on the transition process since starting in Year 7. Our Head Students will give an insight into Sixth Form life, what it has been like over seven years and why they opted to study here. You will be able to explore the school and the areas that you are most interested in. You can also explore our pastoral area, SEN support system and enrichment curriculum to give you an idea of how we support the development of the whole child. Our mission is to support students to become the best possible versions of themselves in every way. This is underpinned by our motto: ‘Work Hard, Be Kind, Have Passion’. By pushing students to be curious about what they are learning and working hard at it we know passion is born. This perfect mix of hard work, passion and striving for excellence means our students often surprise themselves and realise that the limits they once thought existed, were just self-imposed. I hope the Evening conveys an insight into our ethos and the quality of the relationships that exist between members of our community. You will see many excellent Departments all of whom epitomise our core values of: “Work Hard, Be Kind, Have Passion, Excellence and Curiosity”. If you have any unanswered questions please do contact us via the school email address: office@hgss.co.uk We look forward to welcoming you. Ed Hillyard Headteacher
4 Holmer Green Senior School Achieves Microsoft Showcase School Status for 2024-2025 Holmer Green Senior School has once again been awarded the prestigious Microsoft Showcase School Status. This achievement reflects our commitment to excellence in education, innovation, and technological advancement. As a Microsoft Showcase School, Holmer Green Senior School joins a global network of educational institutions that are leading the way in leveraging technology for educational excellence. This community provides a unique opportunity for collaboration and sharing of best practices with schools from around the world. It allows us to learn from others and contribute to the global conversation on education. One of the key benefits of becoming a Microsoft Showcase School is the way it augments our students' learning and educational experience. By integrating Microsoft's cutting-edge tools and resources into our curriculum, we empower our students with the skills and knowledge they need to thrive in the digital age. They have access to a range of tools such as Microsoft Teams, Office 365, and Minecraft: Education Edition, which not only enhance their learning but also foster creativity, critical thinking, and collaboration. The use of technologies such as ‘dictate’ and ‘immersive reader’ have revolutionised our approach to supporting students with additional learning and language needs within the school. The Microsoft Showcase School Status also signifies our commitment to sustainable innovation in education. We continuously explore new ways to integrate technology into the classroom, adapting to the evolving needs of our students and the demands of the modern workforce. Our goal is to equip our students with the skills and mindset they need to succeed in a rapidly changing world and to become the best possible versions of themselves.
5 Introducing Year 7 We understand that moving to secondary school may seem daunting to both students and parents, but at Holmer Green Senior School we work hard to put minds at rest and encourage everyone to see the move as an exciting opportunity. We try to make the change from primary to secondary school as easy as possible. We find this often means students eagerly look forward to the actual move. We see parents as part of the school community too, and are very keen to break down any communication or confidence barriers that might exist. During a student’s first year at the school there will be a number of opportunities for parents to meet staff and we hope that you will take advantage of these. Admission Arrangements The school’s Admissions Policy is published on our website (hgss.co.uk) including special arrangements for students with disabilities. All new buildings have disability access and plans to upgrade existing buildings are in line with the Buckinghamshire disability plans. The Admissions Policy states that places are offered according to the following criteria, in order of priority: Where eligible applications for admission exceed the number of places available, the following criteria will be applied in the order set out below to decide which student/s to admit: 1. A 'looked after child' or a child who was previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order90 including those who appear [to the admission authority] to have been in state care outside of England and ceased to be in state care as a result of being adopted. A looked after child is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989). 2. Children of staff members employed at HGSS. For inclusion in this category, the staff member must be permanently based at HGSS for more than 50% of their normal working hours each week during term time, and have been: • Employed for at least two years at the time of application; and/or • Recruited to fill a vacant post for which there is a demonstrable skill shortage, as confirmed by their HR Manager. 3. Students living in the catchment area of the school. Please see the Catchment Area Map on the following link: https://www.hgss.co.uk/_site/data/files/admissions/2AAEB714093496A371C1A8B05E68AA27.pdf If you wish to verify your exact catchment area because the map is not detailed enough then please check the distance as determined by the Buckinghamshire Council catchment tool https:// services.buckscc.gov.uk/school-admissions/nearest 4. Siblings of students on the school roll of HGSS at the time of application and entry to the school. 5. All other children who do not fit into the categories above.
6 The School Day 8.50am Registration / Pastoral Period / Assembly 9.15am Period 1 10.15am Period 2 11.15am Break 11.45am Period 3 12.45pm Period 4 1.45pm Lunch 2.25pm Period 5 3.25pm End of School Day Most students either buy hot or cold food from the catering facilities on offer at school or bring sandwiches. Uniform Our uniform code is key to Holmer Green Senior School’s sense of pride and purpose. We expect our students to wear and be proud of the school uniform and believe that high uniform standards lead to high standards of conduct and a better attitude towards learning. By taking pride in their appearance, students express their commitment to the school and our way of working together to achieve future success. Examination Results GCSE – 2024 Results Students achieving 5 GCSE grades 9-4 including English and Maths = 73% 18% of grades were 7— 9 Students achieving a grade 4 or above in GCSE English = 86% Students achieving a grade 4 or above in GCSE Maths = 83% A Level – 2024Results Percentage of grades A*-A = 18% Percentage of grades A*-B = 49% Percentage of grades A*-C = 79% Average Grade for Best 3 ‘A’ Levels = B
7 PASTORAL CARE Pastoral Team All students at HGSS are part of a tutor group so have access to our pastoral team every day. We pride ourselves on knowing our students well and along with the assistance the tutor will give, there is a robust structure for support embedded in the school. The Hub is the centre of the organisation of Pastoral Care. All students and parents have access to the Hub. As well as pastoral support, we also look at how we can encourage ever improving behaviour through an experienced and dedicated team. We have access to a number of external agencies to support whatever is going on in a young person’s life. Our current Pastoral Team consists of: Head of Year 11 Ms Dass Head of Year 10 Mr S Khalid Head of Year 9 Mr A Zacharek Head of Year 8 Miss J Tempest Head of Year 7 Miss B Read Safeguarding Managers Miss C Hemming, Mr J Smith and Mrs S Owen Reintegration Manager Mrs R Fitzgerald Attendance and Punctuality At HGSS we have high expectations of all our students and expect them to strive for excellent attendance and punctuality. We believe this is central to raising standards and ensuring that every child at our school achieves their potential. Holidays in term time are not accepted as they have a detrimental impact on the child’s learning and there are 13 weeks of non-school time per year in which to arrange holidays. The role of the Attendance and Punctuality team is to: • Monitor attendance and reduce absence • Act early in order to address patterns of absence • Monitor students’ attendance to lessons With this knowledge, we work with parents, Heads of Years and Pastoral Managers to ensure that all students maximise their attendance and hence fully benefit from their education. Our team consists of: Mrs J Bolton (Attendance Officer) Mrs D Mulcahy (Medical Officer) Mrs K Stone (Assistant Headteacher) Dayle McGilvray Assistant Headteacher (KS3) Kerri Stone Assistant Headteacher (KS4) Behaviour Safeguarding Attendance and Punctuality
8 ART & DESIGN AND TEXTILES Mrs A Hearne, Director of Creative Arts Head of Department: Year 7 and 8 Art and Design Students learn the essentials in Year 7 and 8 - drawing, painting, mixed media, annotation, analysis. They use materials such as pencils, paint, paper, fabric, mixed media and much more! Work is presented and annotated in a sketchpad. Some group work is produced. Students are encouraged to experiment with new materials and to extend their understanding at home. Year 9 Specialism Subjects (students choose from Art and Design, Textiles or Graphics) Art and Design Students will learn how to use a range of materials such as paint, pencils, 3D, clay, collage, textiles and many more. Innovative ideas and concepts are encouraged. Students will also learn about a range of creative practitioners, both historical and contemporary. Students will be encouraged to “think outside the box” and to express opinions about artwork. Analysing the work of artists is also an integral part of learning in Art and Design. Textiles — students will investigate a range of materials such as felt, silk-painting, printing, embossing, printing, and many more. They will look at mainly contemporary textile practitioners and fashion designers. Students will create commercial and non-commercial textiles outcomes. They will also analyse the work of textile artists as part of their learning. Students will also have an opportunity to learn creative stage make up techniques. Graphics Students learn a range of ICT art-based techniques and how to make digital sketchpads using packages such as Photoshop. They investigate how to respond to a creative journey, and look at contemporary Graphical artists. Students then opt for Art and Design or Textiles at GCSE. They use the skills learned in the subject they chose in Year 9, and can work these skills into their GCSE course for maximum results. If they want to change from the specialism they opted for in Year 9, that is possible.
9 BUSINESS STUDIES Mrs N Alani Head of Department: Studied in Key Stage 3 as a rotation subject, 4 and 5 only as an option choice. At HGSS the Business Studies Department aims to equip students not only with the skills and confidence to explore how different business situations affect decision-making, but also an awareness of the skills they will use later in the workplace. They develop their understanding of concepts, objectives and terminology, and the impact of contemporary issues on business operations. Students gather an understanding of Business studies in Year 7 and 8 as part of a rotation, where they study the fundamentals of branding and the importance it holds for businesses as well as an introduction to the basics of finance for businesses. This gives them a concept what GCSE and A-level Business entails. In KS4 students study both how and why businesses exist and the impact of events in the market and economy. They gain an awareness of functional systems and processes such as operations management, HR, finance and sales and marketing. Operations include production processes, quality of goods and services, customer service, and working with suppliers. Finance covers its role, sources, costs, profit and loss, cash and cash flow. As students move from KS4 to KS5 they develop a more strategic understanding of decisionmaking and the expert thinkers that have influenced models and theories, as well as the ability to evaluate a company's health financially through the use of key accounting ratios and information. Analysis of case studies allows students to consider how a business responds to external influences, such as ethical, legal and environmental considerations, the economic climate and globalisation, and the interdependent nature of business, as they learn to pull together information from various sources in order to weigh up the relevance of different factors and stakeholders' interests. Business Studies is a subject which equips students with lifelong transferable skills from essay writing, which develops their literacy, to key financial data analysis with different numeracy aspects. We provide many different opportunities at HGSS for students — including the opportunity to set up their own business, taking part in enterprise challenges. “Business opportunities are like buses, there’s always another one coming.” Richard Branson
10 COMPUTING/IT Mrs N Alani Head of Department: In Computing we equip students to use computational thinking and creativity to understand and change the world. The core of computing is Computer Science, in which students are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that students become digitally literate—able to use, and express themselves and develop their ideas through, information and communication technology—at a level suitable for the future workplace and as active participants in a digital world. Throughout KS3 and KS4 all students will study Computing to ensure that all students: • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems • are responsible, competent, confident and creative users of information and communication technology “ Coding is today’s language of creativity. All our children deserve a chance to become creators instead consumers of computer science.” Maria Klawe
11 DESIGN TECHNOLOGY Mrs V Nicholls Head of Department: In Design and Technology Year 7 and 8 students will study a range of material areas in a carousel system, spending half the year in each area. The material areas covered are Hospitality and Catering and Design and Technology. In each area, students will undertake practical tasks and make a range of products. They will learn about the different materials, tools, equipment and processes used as well as designing and making products. They will be taught the importance of safety in these specialist rooms as well as time management and group working skills. It is essential that students are equipped with pen, pencils, ruler and coloured pencils for all technology lessons; they will be expected to bring in the ingredients needed for Hospitality and Catering lesson. They will be given plenty of notice about what is needed for each lesson. All design & written work will be completed or saved into their E book. Year 7 Hospitality and Catering Students will study the practical skills to enable them to safely use a range of kitchen equipment, including the oven, independently. They will make a variety of dishes. They will acquire the skills of planning and making, reflection and evaluation. They will gain knowledge of fruit and vegetables, food safety and hygiene, the safe storage of food, use of small equipment, the Eatwell Guide and the 8 tips for healthy eating, and the sensory and functional attributes of foods and ingredients. Students will be required to provide the main ingredients each week from a list provided although some items such as herbs & oil will be provided by school. Design and Technology Students will learn how to work safely in a workshop and use a range of hand tools and machinery as well as CAD CAM. In Year 7 they will design & develop a Desk Tidy for a real client. They will need to interview their client & then design & make a product to meet their needs. The desk tidy will be made using a range of traditional practical skills as well as laser cutting & 3D printing. All design & written work will be completed or saved into their E book.
12 ECONOMICS Mrs N Alani Head of Department: Economics is studied at KS5 as an option choice. Economics is a widely respected subject at A level which develops students' ability to work precisely with written, numerical and visual data. Students gain an appreciation of theoretical models and learn to work precisely to apply knowledge to a range of scenarios in both the micro and macro economy. They learn to understand the world around them and factors that will influence their lives for years to come. Students study microeconomics, including the theory of demand and supply and how prices are set. They will gain an understanding of costs and pricing work to influence a firm's objectives and determine profitability. Students enjoy learning about different market structures and why there is more competition in some markets than others. They learn about the macroeconomic aims and policies of governments and how society's resources can best be used to bring about an equitable distribution for all. Economics students must consider real-world events to analyse whether a market is failing and what can be done about it. They gain an understanding of the labour market in the UK and whether society is equitable and fair in its distribution of wealth. While economics is traditionally centred in rationality and data-driven decision-making, increasingly popular is the study of behavioural economics which looks at why humans behave as they do, and not always rationally. The analysis of case studies prepares students for the real world and equips them with lifelong skills of analysis and data interpretation as well as the ability to write logically and with reasoned arguments.
13 ENGLISH Miss P Simpson Head of Department: Key Stage 3: At HGSS we plan a three year Key Stage 3. All of our KS3 classes have a weekly lesson in the LRC which focuses on reading for pleasure. Students have the opportunity to study a broad range of texts at KS3 including two Shakespeare plays, ‘Peter Pan’, ‘The Hound of the Baskervilles’ and a collection of diverse short stories. We have planned an exciting curriculum that includes voices from around the world as well as studying some of the greats of English Literature. GCSE English Language and Literature At HGSS, we study the Edexcel specification for English Language and Literature. All of our students sit both GCSEs. GCSE English is both highly engaging and also demanding. We hope to foster a lifelong love of reading as well as creating confident and articulate speakers, readers and writers. English Language • Paper 1: 19th Century Fiction and Imaginative Writing—we focus on a range of 19th Century extracts for the reading section. We use a very diverse range of British and American texts for creative writing inspiration and engagement. Our Year 9 students do a project based unit teaching these skills, focusing on the Horror genre. • Paper 2: Non-Fiction Reading and Transactional Writing—we design our schemes of work with thoughtful and engaging 20th and 21st Century text choices and plenty of opportunities for our students to write creatively and functionally. In addition to unseen texts, Year 9 study a unit called Survival which uses a range of non-fiction texts. English Literature • Paper 1—Romeo and Juliet and An Inspector Calls. • Paper 2—Jekyll and Hyde OR A Christmas Carol. An anthology of Conflict Poetry and Unseen Poetry. We use a huge range of engaging poems in order to teach unseen poetry skills. We have a large uptake of students on our A-Level course as well and we teach Edexcel A-Level English Literature, where we study texts such as ‘Othello’, ‘A Streetcar Named Desire’ and ‘The Handmaid’s Tale’. Enrichment: Alongside the courses, we provide opportunities for students to enrich their learning in English through trips and visits, public speaking and a number of competitions throughout their five years at HGSS. An absolute highlight for us is our annual trip to the Battlefields in Ypres. This year our students are looking forward to trips to Shakespeare’s Globe, The Wycombe Swan, and a conference for A-level students in Euston Square as well as a number of National Theatre and RSC live screening events at the cinema.
14 GEOGRAPHY Mrs C Smith Head of Department: Geography is a fantastic subject whereby students at Holmer Green get to study a vast array of topics that encompass the world around them. It is the bridge between the Arts and the Sciences and captures the interests and imaginations of students of all interests and abilities. End Game: • To appreciate and understand the interrelations between the human and physical environments. • To appreciate how personal decisions impact the global context. • To construct a portfolio of geographical skills and to think like a geographer. What will I study in Geography at HGSS in KS3? Year 7 • What is a Geographer? • Is the earth running out of natural resources? • What is an economy? • What is weather and climate • What is it like to live in an extreme environment? • Fieldwork investigation Year 8 • Why are rivers important? • What is development? • How are populations changing? • What happens where the land meets the sea? • How is Asia being transformed? Year 9 • Earthquakes and volcanoes • What are the challenges and opportunities facing Africa? • How does ice change the world? • Why is the Middle East an important world region? • Climate change and the Earth’s future
15 HISTORY Miss B Labonte Head of Department: History lessons at HGSS are a blend of written, evaluative and discussion-based learning. We encourage students to engage in structured debate and discussion in lessons, to foster the capacity of students to articulate and justify their views. This emphasis on developing student oracy allows students to emerge as confident and articulate historians. History allows us to make sense of the world around us and our place within it. Given History’s importance, the History Department aims to develop students into global citizens who have an awareness of history’s impact on and relevance to the twenty-first century world. Students are encouraged to make real world applications of their studies to the twenty-first century world. For example, at Year 8, our ‘Female Suffrage’ unit culminates in a campaign to improve female rights in another country around the world. In brief, History lessons at HGSS are exciting, motivating, challenging and purposeful. The Holmer Green History curriculum is a spiral curriculum that builds on skills and content from KS3-KS5. Lessons are not repetitive but instead promote the retention of historical skills and increases the complexity of the topic or theme with each revisit. Key Stage 3: At Key Stage 3, students gain a clear chronological narrative of the history of Britain in Year 7 ‘Our Island Story’, before undertaking a wider global study of ‘Human Rights and Protest’ in Year 8. In Year 9 students are challenged to evaluate history’s impact on and relevance to the modern world as they explore ‘Contemporary Challenges’ over the twentieth and twenty-first centuries. Key Stage 4: At Key Stage 4 we study Edexcel GCSE curriculum. Over the course of a two-year GCSE, students will study three papers. Students begin their GCSE in Year 10 by studying Paper 3: Weimar and Nazi Germany. In the spring and summer term of Year 10 students will study Paper 2: B3: Henry VIII and his ministers, 1509–40 and P4: Superpower relations and the Cold War, 1941–91. In Year 11 students study Paper 1: Option 11: Medicine in Britain, c1250–present and the British sector of the Western Front 1914–18: injuries, treatment and the trenches as well as a dedicated programme of revision. Key Stage 5: At Key Stage 5 A-level Historians study the OCR A-level specification. In Year 12 students' study Y106 The Early Tudors 1485 - 1558 (Paper 1) and Y319 Civil Rights in the USA 1865–1992 (Paper 3) In Year 13 students' study Y223 The Cold War in Europe 1941–1995 (Paper 2) and complete their individual Non-Examined Assessment, coursework essay. Extracurricular: Our weekly History Society will launch to all years in September 2023. Students will take part in a variety of activities like researching historical passion projects, taking part in debates, and fun activities like cooking ration recipes. In the Holmer Green History Department we encourage students to read, watch and listen around their subject. See our ‘History Department’s Ones to Read and Watch’ as an example. Students are encouraged to submit a book, film, or podcast review to their History Teacher and will receive 3 achievement points for excellence.
16 MATHS Mr Javier Ortega Head of Department: We believe mathematics should be enjoyed at all levels and that students make progress by experiencing a wide range of mathematical activities. Our schemes of work are designed to cater for our students’ full range of abilities with differentiated material for the more able students and support for those who are less confident. Furthermore, all students are taught in sets according to ability. Year 7, 8 and 9 Our core curriculum follows the National Strategy and we have an extensive range of resources to supplement our excellent class textbooks, Pearson's Edexcel KS3 Maths progress. Wherever possible practical activities, investigations, games and ICT will be used to enhance students’ learning and make the study of mathematics a dynamic and meaningful experience. Year 10 and 11 The excellent end of KS4 results reflect our aim to improve the performance of every child. Students in years 10 and 11 follow the Edexcel mathematics syllabus at Higher or Foundation Level. This covers the key areas of Number, Algebra, Geometry and Data Handling. In 2022, 79% of Year 11 students achieved level 9—4 (pass and above). In 2023, 81% of Year 11 students achieved level 9—4 (pass and above). In 2024, 84% of Year 11 students achieved level 9—4 (pass and above). An online system “Dr Frost” is used to provide homework and encourage our students to work independently. Sixth Form Holmer Green Senior School offers the courses of A-Level Maths (Pure, Statistics and Mechanics); and Maths in context. In 2021, 79% of our A Level students achieved A*-B grades and 100% achieved A—C grades. In 2022, 75% of our A Level students achieved A*-B grades and 100% achieved A—D grades. In 2023, 79% of our A Level students achieved A*-B grades and 90% achieved A—C grades. We encourage our students to get the following calculators that are well known for their reliability and the amount of useful functions that they contain, that will surely help the students to achieve the best results in exams. Casio FX-83GT CW (GCSE) Casio FX-991 CW (GCSE and A Level) Casio FX CG50 (A Level)
17 Modern Foreign Languages Mrs K de Groot Head of Department: Provision Students are randomly allocated either French or Spanish as their target language to study throughout Years 7 and 8. This system is used so students become more skilled in one language, studying it for two hours per week. They are then encouraged to continue studying it at GCSE level. The main courses used for French and Spanish at KS3 level are based on the NCELP resources and program of study which leads well into the new GCSE for first teaching in 2024 as well as the current one that is being assessed. This course focuses on three main strands: phonics, vocabulary and grammar as well as looking at authentic texts and cultural events. All language courses are supported and supplemented by authentic material, magazines, videos, song, games, quizzes and other teacher-generated interactive resources and activities. Teaching The aim of the Modern Languages department is to provide a stimulating and challenging environment where students learn to communicate effectively and confidently in the foreign language. Cultural context and awareness is an integral and essential part of the language learning process. Students who opt to study their chosen language at GCSE will have the opportunity to take part in a residential visit to France or Spain. The foreign or ‘target’ language is the main language of the classroom. This ensures maximum exposure to the language and the opportunity to participate in ‘real’ situations. Homework is set regularly and is an essential part of the course. Students are given a list of websites from which they can work independently to reinforce and extend their linguistic knowledge. All work from Year 7 upwards is done digitally, using the Microsoft suite of IT resources and students work predominantly on their laptops or tablets on OneNote.
18 MUSIC Mrs R Whitby Head of Department: Our music curriculum is designed to engage all students in enjoyable and enriching music-making experiences. It is structured around six key elements: Performance: Students develop fundamental vocal skills and learn to play instruments such as the electronic keyboard and ukulele. They have the opportunity to perform both their own compositions and works by other composers. ICT in Music: Students are introduced to music creation using software like Mixcraft on Windows. For Years 10 and 11, we use industry-standard software, Logic X, on school MacBooks to compose and produce music. Composition: This aspect of the course covers improvisation, song writing, and creating instrumental pieces. Our school boasts several talented composers, and composition is a vital part of our music program. Music Knowledge: Students explore a variety of musical styles from around the world and gain a foundation in basic music theory to deepen their understanding of the subject. Listening: We encourage students to develop a keen appreciation for music, fostering sensitivity to its aesthetic qualities. A wide range of musical genres is studied, including classical, world music, and popular styles. Evaluation: Students are guided to critically evaluate their own performances and compositions, as well as those of their peers. Music is taught as part of a termly rotation with drama and by the end of Year 8, every student will have completed three terms of weekly music lessons. Starting in Year 9, music becomes an elective subject, with weekly lessons available for those who choose it. Students can then opt to take music at the GCSE level in Years 10 and 11. Extra-Curricular Activities: Our Music Department offers individual instrumental lessons provided by highly skilled peripatetic teachers. Lessons are available for piano, woodwind, violin, classical guitar, electric guitar, bass guitar, brass instruments, drums, and voice. Beginners are welcome to join. We offer a variety of extra-curricular music groups, including choir and band, where students can gain invaluable experience performing in ensembles. Students are also encouraged to form their own groups, utilizing the Department’s facilities. The Music Department proudly hosts two major performances each year: the Christmas and Summer showcases, where families can enjoy the exceptional talents of our students. We are excited to announce that we now have our own recording studio kitted out with industry standard software and hardware. This is used for KS4 students in the school to record their music and for ensemble groups to rehearse.
19 PERFORMING ARTS Mr G Sheldrake Head of Department: Drama, at Holmer Green Senior School, is a subject that students are able to explore both practically and academically. Students are introduced to a wide variety of theatre styles and scripts and continuously develop subject specific and interpersonal skills. In Year 7 and Year 8 students are introduced to the key foundations of performing Drama and analysis of plays that explore social issues directly impacting students. Students are also given the opportunity to create original pieces of work and are able to showcase their knowledge and understanding of performance styles and genres. Students continuously develop key skills such as collaboration, leadership and communication. These skills are then displayed in their ability to create work, respond to challenges set and share their work with peers. In Year 9, students can choose to continue their journey in Drama. Students begin to explore theatre practitioners, styles and playwrights. Students build on their existing knowledge and understanding of dramatic skills and techniques and create work in response to different stimuli. Here, students really begin to develop a personal response to Drama and gain true ownership over their creative journey. The year builds to an opportunity where students create a piece of Theatre in Education to share with Year 6/7 students about experiences and advice for younger students. In KS4 students follow the AQA Drama exam course. Students revisit and develop their knowledge of theatre practitioners and styles of theatre. Students also study a set text, Blood Brothers by Willy Russell and complete a live theatre review as part of their Component 1 exam. In Year 10, students complete Component 2 of the exam, where they create, record and evaluate their creation process. Working in groups, students collaborate and create an original piece of theatre. In Year 11, students complete Component 3 of the exam by performing extracts from a script. Here, students analyse their script and use their knowledge and understanding of creating theatre to perform their chosen script for an external examiner. Students then revisit Component 1 materials in preparation for the end of year written exam. In KS5 students follow the AQA Drama and Theatre exam course. Students continue to develop their craft and understanding of the theatre making processes, preparing them for further academic and practical studies. Students study multiple plays, review live theatre, create original
20 PHYSICAL EDUCATION Mr R Ellis Head of Department: In Physical Education students in Years 7 and 8 will study the basic skills and tactics in a variety of the following activities: Rugby Netball Football Tennis Dance Badminton Basketball Rounders Cricket Athletics Gymnastics Volleyball Hockey Fitness Zumba Table Tennis Pilates Handball Lacrosse In Years 9, 10 and 11 students will develop the above activities into strategic play in conditioned and full game situations. All students will have 2 one hour core PE lessons every week. GCSE Physical Education is on offer for Year 10 and 11 students, BTEC Sport is on offer for Years 12 and 13. Year 9 Students have the opportunity to select PE as a Subject Specialism. The Sports Leaders Award is also available for those students wanting to improve coaching skills. The Department lays great emphasis upon behaviour and appearance. All students are expected to wear the correct PE kit. Self-discipline is encouraged in order that all may learn safely and with enjoyment. All students are encouraged to take part in extra-curricular clubs and teams, during lunch time, before school and after school. The more talented students will be fed into local clubs, district, regional and national standards of competition. We enter teams at both District and County level in a wide range of sports. 2023/2024 Sporting Successes:
21 PSHCE Mr Zacharek Head of Department: PERSONAL, SOCIAL, HEALTH, CITIZENSHIP, CAREERS and ECONOMIC Education PSHCE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. PSHCE education contributes to schools' statutory duties outlined in the Education Act 2002 and the Academies Act 2010 to provide a balanced and broadly-based curriculum and is essential to Ofsted judgements in relation to personal development, behaviour, welfare and safeguarding. Since September 2020, the Relationships and Sex Education (RSE) (secondary) aspects of PSHE education are compulsory in all schools. PSHCE education can contribute to a range of positive outcomes for children and young people: keeping them healthy and safe, both online and offline, improving their academic performance, preparing them for the workplace and building the character and resilience they will need to thrive in a changing world. The curriculum also equips students with lifeskills such as the management of money and finances. All pupils in Years 7-9 will be taught on a half-term rotation basis and Years 10-11 at one hour a week for the whole year, covering the following key themes: · Health and well-being · Relationships · Living in the Wider World PSHCE education covers core knowledge relating to issues such as online and offline safety, relationships, health and careers, taught in a way which is appropriate to the age and maturity of pupils. The subject is tied together by the development of the key skills and attributes which pupils need to thrive both in their childhood and throughout their adult lives. These key skills and personal attributes – such as self-management, empathy, critical thinking, communication, resilience, teamwork and negotiation – are crucial to pupils’ life chances.
22 RELIGIOUS STUDIES Miss J Kirkpatrick Head of Department: Picture a person standing in the middle of a vast forest.... Alone.... He shouts at the top of his voice.... Does anyone hear him? This question has puzzled all those who do not have a strong religious faith but what is religion all about? What are the main religions? What can we learn about these religions? What can we learn from these religions? How can this knowledge affect the world in every day situations? Learning about religious studies can help you to understand the answers to the questions above and a whole list more you may have. You may not have studied religious studies as a subject on its own before so what can you expect when you arrive? Year 7 Becoming an RS expert, Developments in Christian thought, Abrahamic faiths, The Afterlife and Does all Life have Value? Year 8 Love of Wisdom, Concept of God, Moral Decisions, Religion and the Environment and Influence of Society. Religious studies will teach you to be respectful and thoughtful of opinions, both your own and those of others. It will give you the chance to think and learn about other religions and it will give you a chance to learn about yourself too! We don’t just learn about religion in RS as we are ’studying’ the views of people as not everyone follows a faith. It also helps your literacy skills and your ability to evaluate and justify opinions in a safe environment. All students study GCSE Religious Studies.
23 Ms A Kang Head of Department: In Science students will gather knowledge about the world around them and gain the skills they need to become the scientists of the future! Students will… • Develop a sense of awe and wonder of our world and beyond. • Understand and engage in current scientific affairs and have an enquiring mind. • Develop ideas using scientific methods and processes. • Apply scientific knowledge to everyday situations. • STEM is embedded within the curriculum including afterschool clubs for students to attend Biology Organisms: Find out what all living things are made of, look at your cells under a microscope and how our body breaks down food to release the energy and nutrients we need to grow. Ecosystems: Find out about feeding relationships and competition between species, how plants reproduce, how respiration releases the energy we need, and how plants support ecosystems through photosynthesis. Genes: Find out about why organisms show variation, learn about adolescence and reproduction in humans, how present day organisms have evolved and how we can prevent further extinction and protect biodiversity. Chemistry Matter: Find out why substances have different properties in different states, learn about the elements that make up everything and the patterns in their physical and chemical properties. Chemical Reactions: Find out what happens to atoms in chemical reactions, how chemical reactions transfer energy and how we can use this to make new substances to use. Earth: Find out what the Earth is made of and its structure, how the movement of the Earth and moon changes our night sky, how we extract valuable metals from the Earth and what we can do to stop vital resources running out. Physics Forces: Find out all about how forces interact with objects, how we can measure these interactions and how this causes objects to behave. Electromagnets: Find out about how electricity travels, how magnets and electromagnets work and how we can use these in everyday devices. Energy: Find out how much energy is in food and fuels, how we make electricity and how energy is transferred from one store to another. Waves: Find out about how we detect light and sound, how light and sound interact with different materials and how we use waves in everyday life. At HGSS Science is filled with fun and experiments to give students a real insight into how the world around them works. They will witness reactions and processes first hand to develop the knowledge and understanding so they can draw a conclusion to explain what they have seen. SCIENCE
24 SIXTH FORM Mrs R Golding Assistant Headteacher (Sixth Form): I am extremely proud to be Assistant Headteacher in charge of our Sixth Form and I am convinced that it will be a great year for the students and the school. The Sixth Form is a key part of Holmer Green Senior School, offering our students and those from other schools the opportunity to study a wide range of courses to prepare for the future, be that in education, employment or training. We welcome new students to the Sixth Form as they enrich the experience for all. Last year, our Year 13 students achieved 76% A*—C grades, and 66% of our Level 3 BTEC entries were a Distinction*/Distinction, results that they can be really proud of. Although our students' results are very important to us, Sixth Form is about far more. It is about nurturing confident, well-rounded and aspirational individuals who are role models. We pay particular attention to each individual student to promote their personal, social and educational development for achievement at the highest possible level. For students who require a little extra support, our tutorial system ensures that an academic tutor oversees their wellbeing and progress, along with our Deputy Head of Sixth Form Mr. McMaster and UCAS Coordinator Mrs Smith, our Sixth Form Support Officer, Mrs Martin, and our Sixth Form Learning Mentor, Mrs Will who are always available to provide additional advice, guidance and learning support. It is our aim to prepare students for higher education, lifelong learning and their future careers. Educational qualifications, however, are not the only consideration when making career choices. Personal qualities are also very important and we offer our students wide ranging opportunities to develop many of the skills they will need for their future. Our students access a range of activities which will fully support their transition to life after HGSS and an Enrichment programme which includes sports, fitness, well-being, creativity, music, cooking healthy meals on a budget, first aid qualifications, British Sign Language and team-building events for their enjoyment. Last year, our students were accepted on courses as diverse as Medicine, Law, Design Engineering, Aerospace Engineering, Psychology, Bio veterinary Science, Film and Television studies, Fine Art, Mechatronics, Finance and Investment and Agriculture. We sent students to study in America with Scholarships, and all of our UCAS applicants were awarded places at their top choice universities. Other students chose to continue their education and training through Degree apprenticeships at prestigious companies such as Keir Construction, Zenopa, BP, Ernst and Young, GE, Veolia, Tom Kerridge Group, Savills and Johnsons Control or successfully gained employment.
25 LEARNING SUPPORT Mrs S Wilson SENCO: The aim of the Learning Support Department is to enable students who have additional needs, to access the mainstream curriculum and prepare for adulthood. The Learning Support Department is based in our inclusion corridor. It contains smallll-group teaching spaces, a study area, a regulation room and a quiet garden that students in the ARP can access at break and lunchtime. Holmer Green Senior School has an ARP (Additionally Resourced Provision) for pupils with Speech, Language and Communication needs. This means that we have 21 places for students with an EHCP where Speech & Language has been identified as a significant need and barrier to learning. The ARP serves the whole of Buckinghamshire and works with pupils to develop their language, vocabulary and social skills. Places are allocated by Buckinghamshire Council SEN Team. We work closely with our primary feeder schools to ensure that information is shared regarding the students’ needs. This process starts in the summer term prior to entry into Year 7. All information collated by the Pastoral Manager, the Head of Year 7 and the SENDCo, is used to form a confidential SEN document, which is shared with teaching and support staff. We also gather additional data from assessments or working within the Pastoral team to adjust support where necessary. Teaching staff can also raise their concerns to the Learning Support Staff at any time. The Learning Support Department uses a range of assessment tools to identify areas of need and monitor progress at various points across the pupils' time with us. The information gathered from these assessments can form part of their exam access arrangements or additional support in class. Students identified by the school and placed on an SEN support plan are monitored termly. The students, along with their key worker, set targets which are recorded and communicated to parents via a termly student support plan. The support the department offers varies depending on the needs of the child. Some pupils may benefit from small group interventions, support in class or additional support in our after-school homework club. Other pupils may need communication support from interventions or catch up interventions for literacy and numeracy. The Learning Support Department work closely alongside outside agencies such as CAMHS, school nurses, SaLT providers, in school councillors and Specialist Teaching Service.
26 What is PRP? The Penn Resilience Programme (sometimes referred to as the UK Resilience Programme) is a sequence of lessons that is designed to help students to cope with some of the stresses and pressures of adolescence and adult life. It is somewhat similar to the Cognitive Behaviour Therapy approach of dealing with depression and anxiety, however PRP is used to prepare students rather than to respond to pre-existing issues. PRP was designed by researchers at Pennsylvania State University and has been taught by several schools in the USA and the UK. We teach the Bounce forward version of PRP at HGSS. What do the lessons teach? Essential resilience skills and competencies that are useful in and out of school. Students learn about the link between thoughts, feelings and behaviour. These are referred to using the ABC model. This is used to assist students in understanding that there are Activating events, Beliefs and thoughts about those events and that these lead to the Consequences or feelings that cause behaviours. Students develop an understanding about different habits of thinking and how some thinking is helpful and how some thinking can be less helpful. Resilience skills will enable them to think flexibly and accurately as a route to problem solving, overcoming the difficulties they face and making the most of opportunities. PRP is taught over a course of 18 core lessons in Year 7, and 12 follow-up lessons in Year 9. The 18 core lessons cover: the ABC model, thinking styles, alternative thoughts, putting things into perspective, assertiveness, negotiation, coping strategies, problem solving, procrastination, visualised relaxation, mindfulness and decision making. Regular review of skills and concepts is needed to embed these skills. Why are these skills taught as part of the curriculum at HGSS? These skills are taught in order to support and develop students to be able to cope well in school and be equipped to deal with life beyond school. The PRP teaches specific, tangible skills and strategies that can become the skills for life – a set of personal tools that underpin the way students will engage and approach their time in school and in life. Young people need to learn how to respond and overcome setbacks as a core part of their education. Research suggests that when students are offered the opportunity to develop emotional resilience they are better equipped to succeed in school as they are less likely to get anxious and more likely to understand how to overcome difficulty. Here at HGSS we aim to offer a dynamic learning experience, matching outstanding care and support for every child with the very highest levels of challenge and expectations of success. By offering PRP we aim to ensure that students’ care and support is available for our students from the very beginning of their time at HGSS by providing them with the skills that they need to be able to approach challenges and opportunities with a resilient and positive outlook. PENN RESILIENCE PROGRAMME Mr K McMaster Lead Teacher:
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