Curriculum
The Prep School
Godstowe School provides an exciting and stimulating education that meets the needs of all our pupils, extending and broadening beyond the requirements of the National Curriculum. Our caring, friendly atmosphere creates a happy and positive learning environment.
Children move from the Pre-Prep to Main School at the age of seven. From seven to nine years old they are taught mainly by their Form Tutor with specialists being used for Languages, Music, Design Technology, ICT and Sport. From nine to 11 years of age, children are taught by specialists in every subject. Some transparent streaming is implemented from the age of ten to ensure that lessons proceed at the pace most appropriate to the individual child. Mathematics is divided into sets from age eight to ensure that the needs of the child are exactly matched.
Many academic scholarships are successfully achieved to senior schools at 13 each year and our success rate for 11+ entry to local grammar schools is renowned. Up to the end of Year 6 our schemes of work reflect the National Curriculum. As children move into Years 7 and 8 the Common Entrance and relevant Scholarship syllabus requirements are followed.
Please select a subject from the list below for more detail.
English with Drama
The aim of the English team is to develop in all children an intellectual curiosity and well-developed critical capacity, alongside a love of all forms of written text and an enjoyment in using language for different purposes and audiences.
Our objective is to encourage children by doing rather than watching, by inspiring rather than by regulating and by setting high individual expectations of excellence. We reward them by recognising the value of co-operation, team-work and competition in achieving high standards, by praising children regularly in their achievements to increase self-confidence and motivation. Overall, our purpose is to challenge and to arouse critical thinking by offering a wide variety of relevant and appealing, child-friendly approaches to learning, whilst also promoting the practice of reflection.
Children study and enjoy novels, plays, short stories and non-fiction as a class each term. They are actively encouraged to participate in group work, to prepare talks, discuss issues and viewpoints discovered within texts. Every child is helped to develop their full potential in comprehension and expression, both written and oral. As importantly, all children learn how to listen carefully and considerately to the views of others. Much of this work is extended during 'drama' sessions.
Children are shown how to experiment with different styles of creative writing, ranging from personal experience, narrative, description to letter writing and discursive material. Emphasis is placed on weekly testing of spelling and a regular review of common grammatical and punctuation issues which arise in children's own writing.
Each year group is provided with a stimulating reading list appropriate to its level and children are given a full induction in the use of the library. Regular library research and presentations (covering such areas as non-fiction, poetry, newspapers and current affairs) occur from Year 6 upwards and assists with public speaking and critical thinking skills.
Drama is incorporated within the English Schemes of Work, with opportunities for speaking and listening arising in at least one English lesson each week. Weekly LAMDA Drama lessons are also undertaken by a large number of children as part of the enrichment curriculum (after-school programme). In addition, Godstowe has a very good commitment to Drama, with a major termly production taking place each term. Many successful and colourful musical productions recently have included Joseph and the Amazing Technicolour Dreamcoat and Phantom. Periodic visits to professional theatre productions form part of the learning experience.
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Mathematics
In the Mathematics Department at Godstowe we believe that whatever your child's ability it is important that they develop a level of confidence in Maths which allows them to reach their full potential. Our teaching philosophy is to provide a stimulating environment for children so that they can appreciate and enjoy the challenge of Mathematics.
Our priorities in the early years are to instill a sense of number, foster mental agility and encourage an approach of 'using and applying' in mathematics. As children develop confidence and enjoyment for the subject we encourage them to investigate and explore the nuances of algebra, shape and space, number and data handling. Open-ended problems, puzzles and investigations, where children decide for themselves appropriate strategies and solutions, support the development of problem solving skills.
The Mathematics Department uses interactive white boards, computers and calculators to enhance the learning of the girls throughout the Prep School.
Senior girls enter the World Class Tests in Mathematics, and girls from Year 5 upwards are entered for the Primary, Junior and Team Mathematics Challenges. A puzzle competition is regularly posted around the School and all girls are encouraged to enter.
Mathematics is an essential part of any curriculum, we learn how to work with numbers, develop spatial awareness and it teaches us to think logically; valuable skills in today's society. Above all else we believe that Mathematics is fun and can be enjoyed by all pupils whatever their ability.
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Science
From Year 3 Science lessons take place in large, purpose-built laboratories, with a fully resourced prep room and technician. Seniors enjoy separate biology, chemistry and physics lessons, including microelectronics. Our school grounds offer opportunities for observing and investigating the natural world, with pond dipping being especially exciting, when tadpoles, newts, pond skaters and other living creatures are discovered.
The philosophy of the department is 'learn by doing' and 'if it is fun, it will be remembered'. We aim to stimulate and inspire. As well as carrying out many experiments and investigations, we teach science using a wide variety of other approaches. Interactive CD-ROMs and videos are very popular, as is using the data logger to discover, for example, which materials insulate heat the best, or which class is the noisiest!
Science teachers aim to transfer an understanding of the world around us, whilst developing an ability to think, investigate and evaluate.
Exciting trips and residential visits are arranged. The week spent by all the seniors in North Yorkshire provides a wonderful opportunity to study seashore and freshwater animals at close hand and to discover how well they are adapted to living in their environment. Year 6 classes spend a day at the Natural History Museum in London, visiting a range of galleries, whilst focussing on human development from embryo to adult.
Science club
Our popular science clubs encourage having fun with other eager scientists, investigating and gaining badges and certificates from the British Association of Young Scientists.
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Modern Languages
Welcome to, benvenido, bienvenue à tous the Modern Foreign Language Department
At Godstowe, French is first introduced in the Pre-Prep at the age of four, and continued to Common Entrance or Scholarship level. Our aim is to provide teaching that is well adapted to the age and ability of the girls. Our constant search for new and innovative ideas, based essentially on oral and interactive activities, is the key to success. Pupils enjoy French from a very young age because they find it fun to learn.
Un Poême qui s'intitule: «L'Orage»
For example, pupils in Year 1 are given the opportunity to learn a poem, get into character and perform it for their friends. Pupils are already so confident that they are eager to show what they can do.
In Year 5, we continue to develop the girls' confidence, but we also strive to put more emphasis on writing, as French spelling can be challenging. Pupils are taught new strategies, and are supported in their efforts to improve their literacy skills. The girls have French pen friends in a Primary School in Les Vosges, allowing them to see, in more concrete ways, the relevance of learning French.
We have a long tradition of impressive academic results in languages, many gained language Scholarships. By the end of Year 8, our pupils show high proficiency and confidence in the subject.
Aprender el espanol, es bastante facil.
Spanish is introduced in Year 6, with other language options being Latin or Skills Enhancement, and is generally taken at Common Entrance. Our aim is to help pupils appreciate the many wonderful traditions and unusual customs of a different country.
The curriculum is designed so that the pupils start using the target language from the very first lesson. The early inhibition that many pupils suffer from disappears rapidly to give way, like magic, to more confidence and so much enjoyment.
"We love Spanish so much; we find it easy to learn because it is written the same way that it is pronounced." - Year 6 pupil.
We aim to be diverse in our teaching styles and lessons regularly include games, role-play, songs, mini-productions and even salsa lessons!
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Latin
At Godstowe, Latin may be taken as a second language option from Year 6, and most pupils aim for Common Entrance Level or, with extra lessons, a Scholarship. A 'traditional' Latin course is therefore most appropriate, but the teaching style is far from traditional with games and role-play included in most lessons. We aim to ensure that 'rote' learning is more interesting and less burdensome by looking at recurring patterns and the 'why' of language structure. This approach also reinforces the girls' understanding of the structure of English, French and the other languages they may go on to study.
Ancient Greek and Roman culture is an element of the exam syllabus, covering daily life in Ancient Rome. A visit to Verulamium, the ruins of a Roman town in Hertfordshire, helps the girls learn more about family life and meals, entertainment, slavery and education as well as the structure of homes and towns.
"The mosaics at Verulamium were one of the most amazing things I have ever seen." - 11 year-old pupil.
Comparisons with modern European customs are made, enabling pupils to build up a realistic picture of Roman life and an awareness of universal aspects of human society and values. The syllabus also requires knowledge of key Greek mythology that has so greatly influenced European art, literature and language.
Draco dormiens nunquam titillandus - motto of Hogwarts School - Never Tickle a Sleeping Dragon!
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History
History is the study of people who have lived in the past, based upon evidence that they have left behind. It is concerned with the passage of the years and the sequence of events, continuity and change between ages past and present. It also involves evaluation and analysis of human endeavour based upon evidence that we have before us. It should at best be a voyage of discovery, an exploration of wonderment at the achievements of mankind and his ability to make his or her mark wherever and whenever they lived.
At Godstowe, we encouage girls to develop an interest in, and hopefully a fascination for, events of the past and an appreciation of human achievements and aspirations.We help them understand that history is not just a subject about people who lived long ago but that the ripples of history are all around us, and looking at the past can help us better understand the present. The girls develop a knowledge of chronology, helping them to organise their understanding of past events and people. They carry out their own research, and begin to understand the nature of evidence in all its diverse forms. They try to interpret primary and secondary sources, weigh them up and reach their own conclusions about the perspective and motivation of people in the past.
The teaching of History in the Prep School is allocated two 45-minute lessons per week, although many cross curricular links exist between the Department and others within the School. By working with the English Department, pupils can practise creative and empathetic writing, and within the Art Department Tudor portraits and Egyptian artefacts are created. Visits to places of interest, as well as interesting visitors, are arranged by the Department to increase learning opportunities and to help bring the subject alive for pupils. A trip to Warwick Castle helps the girls study medieval realms, and a visit from a Victorian school mistress, complete with cane and unusual artefacts, complements the History learnt in a more formal classroom setting.
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Geography
Our world is an amazing place. Geography lessons seek to provoke and answer questions about the natural world and our place in it.
Pupils develop a knowledge of places and environments, the ability to read and interpret maps and an understanding of current issues affecting people and our environment. Lessons aim to develop the geographical skills of questioning, observing, recording and comparing. Pupils learn geographical vocabulary to communicate their findings. Towards the senior end of the School, Geography lessons take place in a designated Geography Room, with maps, displays and a variety of resources.
Fieldwork is a vital part of Geography. Local field study projects are undertaken in lessons and on Activities Days. In Year 7, the girls have a week's residential Field Trip in Yorkshire. This week is always a highlight of their time at Godstowe as the girls return with renewed enthusiasm for the subject, together with a greater understanding of the topics studied in school.
Practical activities, such as trying to identify different types of rock, or conducting a traffic survey, are included in lessons wherever possible. The use of ICT is encouraged for research and to enhance presentation of data.
The idea that we have an impact upon our environment is an important one which spills over into our life at Godstowe. As a result of our concern and the desire to do something positive, we have started a paper recycling scheme to reduce the amount of waste we produce. Over fifty girls are involved in the 'Starfish Squad' and proudly wear a specially-designed badge. We have close links with the local district council, who help us to find ways of increasing our social responsibility and citizenship. We are also a registered Eco-School.
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Religious Studies
Godstowe is a 107-year old School with a Church of England Foundation, and the majority of our pupils come from a Christian family background. We are delighted, however, that within the School there are children from other faiths and we welcome them into our Christian community.
We very much value our strong Christian foundation and caring ethos at Godstowe but we equally value our School as a multi-cultural community, whereby we live and work together with common values and aims. Godstowe recognises that all our pupils are capable of developing spiritually whether or not they have a religious belief. Religious Studies and Collective Worship, therefore, have a very significant role to play by exploring religious faith and experience and by reflecting on life and belief in God respectively. Whilst we aim to represent the Christian belief of our School, we are very interested in, and supportive of these other world faiths. We encourage questions, discussions and shared opinions in an honest and open environment of which we are very proud.
The full potential of learning Religious Studies is firmly set within the framework of the School life, our Christian environment, our Church of England foundation and our other World Faiths. Throughout the School day we all strive to achieve a positive, caring ethos which is reflected and reinforced in Religious studies lessons. We see the context in which our pupils learn and our school values as vitally important, therefore Religious Studies is accessible to all puils. We aim to help our pupils achieve a personal awareness of God in their everyday understanding of the world. Exploring religious beliefs and practices in a classroom environment will also facilitate their learning and development, which also encourage reflection.
Philosophy Club
Philosophy is usually studied at university or college, but at Godstowe Philosophy is for Year 7 and 8 girls with a taste for abstract ideas and theoretical argument.
In the Godstowe Philsophy Club, girls learn that philsophy is different from Science or Maths - it does not rely on experiments and observation and it has no formal methods or proof, only thought. Philosophy involves asking questions, arguing, trying out ideas and wondering how concepts works. The main concern of philosophy is to question and understand very common ideas that we all use everyday without thinking about them. For example:
- An historian may ask what happended at the Battle of Hastings in 1066, but a Philosopher will ask what is time?
- A psychologist may investigate how children learn a language, but a philosopher will ask what makes a word mean anything?
- Any one of us can say it is wrong to sneak into the cinema without paying, but a philosopher will ask what makes an action right or wrong?
Our Philosophy Club is an excellent opportunity for pupils to refine their thinking and oral responses, improve their confidence in interviews and their interaction with adults in this important final year.
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Information Communication Technology
Information Communication Technology, or ICT, is an important part of life at Godstowe. Pupils throughout the School have structured ICT lessons where they learn the skills necessary not only to understand, but to enjoy using today's technology. In addition, ICT is increasingly used to support the teaching in other curriculum areas, from maths to music.
The School has three dedicated computer suites, along with Internet-ready PCs in classrooms and boarding houses. The whole School is connected using RM server technology, enabling pupils to access their work files from anywhere in the building.
State-of-the-art LCD projectors are linked to computers in a number of classrooms, making using of the Web and other electronic resources during lessons. All members of the senior part of the school community have a personal email address, and this medium is used widely within the School as a means of communication.
By the time the girls leave Godstowe, it is expected that they will have a good working knowledge of the software applications most commonly used for word processing, spreadsheets, presentations and database management. They will also have encountered modelling software, computer aided design (CAD) applications, and have a good understanding of how to use the Internet for effective research and communication. Ultimately, all pupils are expected to take away from their ICT lessons the skills necessary to implement the use of ICT in all areas of the School curriculum.
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Music
Music plays an important role in Life at Godstowe. All pupils receive one or two class music lessons each week and everyone can join the wide-ranging musical activities that take place outside class each day. In addition, there are many opportunities for pupils to receive individual vocal or instrumental lessons. Individual tuition is available from our experienced team of specialist teachers on the following instruments: violin, viola, 'cello, harp, flute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, guitar, piano and voice.
The Music Departments purpose-built Music School has fifteen practice rooms, each with a piano. In addition, there are two large classrooms - one fully-equipped with keyboards and computers, the other housing a wide range of percussion and ethnic musical instruments. The Music School also incorporates the Recital Hall, with a new Bosendorfer grand piano. The Music School annually hosts the regional semi-finals of the National Chamber Music Competition. The department has a wide stock of music, CDs and some orchestral instruments suitable for beginners.
More than 90% of pupils receive individual music lessons each week. In consultation with parents, pupils are prepared for Associated Board examinations, recitals and music festivals. Many candidates achieve merit and distinction even in the higher grades and in music festivals their performances are recognised with awards. In recent years, several pupils have gained places to join the National Children's Orchestra where, since 1998, three have been invited to lead. A few have joined the Junior Departments of the London Conservatoires.
Many music scholarships and exhibitions have been awarded to some of the UK's leading senior schools, including to Wycombe Abbey, Cheltenham Ladies College and Downe House.
Using a wide variety of instruments and voices, classroom music enables everyone to explore musical sounds and to find enjoyment in developing skills both as composer and performer. This programme is started in the early years and continues through to the end of Year 8.
There are numerous opportunities for individual and group performances ranging from assemblies to regular recital concerts in the Recital Hall, half-termly concerts involving the entire school to the Carol Service and end of year Leaver's Service. Over the year, the termly musical drama productions involve everyone in the school. Recent productions have included Joseph and his Amazing Technicolor Dreamcoat, The Boyfriend and Ocean Commotion as well as productions developed by pupils and staff.
Group music making is encouraged at all levels. Some ensembles take part in local festivals and others have entered the National Chamber Music Competition where, in recent years they have performed in the Finals.
During the year, the orchestra and choirs are regularly invited to perform at local musical events. In recent years pupils from Year 7 have formed their own ensembles to prepare a lively and exciting programme of music for a tour of the Czech and Slovak Republics where pupils have entertained Ambassadors, Mayors and other dignitaries and have shared concerts with the Blind School of Levoca and a number of other local music groups. Anyone who is keen to share the fun of performing is always welcome.
As well as performing to others, the music department holds recitals from visiting musicians in the Recital Hall and organises trips locally and to London to concerts and shows.
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Art
All pupils from Years 3 to 8 have a large amount of time allocated to art. They are all taught by a specialist teacher and are given the opportunity to explore and experiment with a vast range of art techniques and materials to produce 2D and 3D work. The art room is large and light and very well-equipped with two electric pottery wheels and a kiln. As well as the specialist art teacher, an art technician is available to assist the teachers and pupils alike.
Drawing and painting are an important part of the curriculum and are used as a basis for all art projects. The pupils are taught different techniques and experiment with a variety of media, including charcoal, chalk and oil pastels, acrylics, watercolours and pens and pencils. Ceramics constitute a large part of the art curriculum with many different methods being used - slab building, press moulding, hand-building, underglaze and glazing. Other 3D materials used include wire and plaster.
Pupils who show particular interest and promise are approached in Year 7 and invited to attend scholarship preparation lessons at lunctimes. Over the next year, the pupils will produce a variety of 2 and 3D work which will make up their portfolio, ready to be taken to their future school for interview or scholarship exam. Scholars are expected to spend a great deal of their spare time working on their art work both at school, at home and during the holidays. However, the art scholars thoroughly enjoy this extra work and the relaxing environment of the art room.
As well as the lunchtime scholarship sessions, the art room is open every lunctime for pupils to continue with class projects or to produce artwork of their own. There are many art and craft activities that take place in the after-school programme, which include silk painting, sewing and paper craft.
The beautiful buildings and grounds at Godstowe, and the surrounding area, are often used as inspiration for drawing from direct observation. Day trips are arranged for Year 8 and the girls have visited the National Gallery, British Museum and Theature Museum. Activities Days in School are regularly art-based, often with visiting artists working with the pupils on paper sculptures and mosaics.
The Head of Art often attends workships and visits senior school art departments to get inspiration for future projects.
Project themes are often related to the work the pupils are doing in other subjects, for example: the Egyptians, Ancient Greeks, African Art and the Tudors. Projects are often linked in with the work of famous artists such as Arcimboldo, Cezanne, Georgia O'Keeffe, Giacometti and Van Gogh. Displaying the pupils' work is a very important aspect of the art department. Displays fill the corridors and shelves and they show examples of all ages and abilities of work.
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Design Technology
At Godstowe we believe that all children should have an opportunity to find out about the world in which they live by asking questions about how things work, talking about experiences and discoveries, investigating materials, developing skills and handling tools. A child enquires and takes apart to discover and answer questions.
From then on, Design Technolgy aims to build on these earlier experiences while maintaining breadth, balance and progression throughout. We aim to encourage discovery and inventiveness while being aware that an end product to be proud of and to be working is important. Activities that put before us real problems that we have to solve for ourselves, for which there are no answers in any books.
'Design Technology is an approach to learning that does not base itself on subject divisions' Williams and Jinks
Godstowe's DT programme falls into four distinct subject areas, resistant materials, graphics, textiles and food technology. Each child has an opportunity to excel in the subject, and to improve upon key skills.
This subject... 'helps to develop in people such qualities as imagination, inventiveness, resourcefulness and flexibility. Industry and commerce need people with such qualities, but people and individuals also need these qualities in order that they may be able to challenge and change their own roles in life if they so wish.' (Equal Opportunities in Technology)
We hope that girls leaving the school show a life-long enthusiasm and interest in the subject, and that they obtain skills that they will find of use not only in their academic life but also in their social environment.
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Physical Education
Physical Education at Godstowe is taught by specialist teachers to all children from Beginners (Reception) upwards. Every pupil has four lessons each week with a typical week for a ten year old in the autumn term including gymnastics, year group games (netball or lacrosse), fitness or swimming (half a term of each) and class games.
Our emphasis in lessons is on enjoyment, and we encourage girls to ‘have a go’. Additionally, there are clubs and team practices at lunchtime and after school. There are a variety of teams girls can get involved in including cross-country, swimming, netball, lacrosse, tennis and athletics and many girls have represented Godstowe in national IAPS competitions. Godstowe achieves good results in all sports.
Every girl from the Lower Third (Year 5) upwards is involved in inter-colour team netball matches and the Upper Third (Year 7) and IV Form (Year 8) are also involved in inter colour team lacrosse matches. Girls also enjoy rowing, rounders, fencing, gymnastics, ballet, golf, judo and badminton, all of which are on offer as part of the extensive Encrichment Curriculum.
A number of our senior girls enjoy a bi-annual lacrosse tour to the east coast of America and a ski trip is offered to girls in Year 6, 7 and 8 during spring half term.
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Learning Support
The Learning Support Department helps to identify, assess and support those children who are experiencing difficulties with any aspect of school life. Many children attend lessons within the department, either on an individual basis or as part of a small group. There are five fully trained specialist teachers, who teach children with difficulties such as Dyslexia, Dyspraxia, organisational problems and working memory difficulties.
The content of each lesson varies to suit the particular pupil who is being supported and each teacher will devise a half termly plan of lessons. They will also provide an Individual Education Plan (IEP) that sets short term achievable targets for the child. These IEPs are reviewed at least twice a year. Although the Learning Support lessons do not follow a set curriculum, teachers often find it useful to liaise with the subject staff to support them with work they have done in the classroom. We also find it useful to follow a structured spelling scheme with Dyslexic pupils, such as Alpha to Omega or reading such as Toe by Toe.
The Learning Support Department is very well-resourced and each teaching area has its own PC. Children can then have access to the excellent software available to improve their skills, like Wordshark, Numbershark, Inspiration and Type to Learn. There are also a number of games that can be used as a fun way of reinforcing literacy or numeracy skills.
We work closely with other outside agencies, who also help to support children with speech and language difficulties, fine and gross motor coordination problems and children needing to be formally assessed by an Educational Psychologist. Parental support is also important and we keep an open comminication with parents of those children being supported by our department. It is often important for pupils to continue with some of the exercises at home.
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English as Another Language
We provide support to those international girls whose English is a second language. We help them with their general reading, writing, vocabularly, grammar and listening in order that they can study more effectively within the main curriculum.
In addition, we help them prepare for the Common Entrance EAL and English exams, or the Cambridge (PET and FCE) preliminary English Test and the First Certificate in English. Girls studying with us go to many well-known senior schools across the country.
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