Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Karen Stickney
Art lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Art and modern languages and understand how Art helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils stArt learning Art from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Art language via the Cambridge Art Course. This course is packed with stories in Art which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Art, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Art Course textbook, pupils are also encouraged to access the Cambridge Art Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Emma Morrell
Latin lessons at Saint Ronan’s are aimed at bringing the language alive. Pupils are encouraged to spot the similarities between Latin and modern languages and understand how Latin helps us with our own language as well as learn about the lives of the Ancient Romans. All pupils start learning Latin from Midway and nearly all pupils continue to Common Entrance or Scholarship standard at age 13.
In Midway, pupils have their first introduction to the Latin language via the Cambridge Latin Course. This course is packed with stories in Latin which provide an enjoyable and carefully paced introduction to the language, complemented by background information on Roman culture and civilisation.
There are plenty of opportunities to act out stories and plays in Latin, which pupils enjoy immensely. In addition to the wealth of materials provided by the Cambridge Latin Course textbook, pupils are also encouraged to access the Cambridge Latin Course software and website at http://www.cambridgescp.com/. Here they can consolidate their learning through using interactive programmes, which test their vocabulary, allow them to explore the stories and even take virtual tours around Roman houses and the streets of Pompeii!
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Terry Stickney
Computer Science is a dynamic subject that is in a constant state of change owing to our needs and demands for technology. The children will embark on a journey into abstraction, logic, algorithms and data representation.
At Saint Ronan’s children in Class 3, 4 and 5 will receive two lessons a week. Shell and above will take part in a single lesson a week allowing each child to use logical reasoning, problem-solving and controlling of physical systems.
Every term commences with ‘Internet Safety Awareness’ lessons so that children are kept up to date with online awareness and understanding.
Learning through experimentation and investigation based on a knowledge of the basic principles is encouraged by the department.
The department aims to support the school’s other departments by ensuring the pupils have the necessary skills to complete required Computer Science tasks in other subjects. The following table shows the units which are taught during the Computer Science course at Saint Ronan’s.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment: Philippa Gibson
Drama is seen as an important activity at Saint Ronan’s and contributes to the personal development of the children, as well as enriching their approach to subjects dealing with literacy or performance. With the emphasis on fun, we aim to foster an enthusiasm for Drama and to that end we offer a number of opportunities for pupils to perform throughout the year, in addition to weekly Drama lessons for Years 3, 4 and 5.
In Drama lessons, pupils gain in confidence and develop listening and speaking skills. Their awareness of others and ability to co-operate is enhanced, and they are able to carry their creative ideas through into action in a process of co-operation, performance and review. Amongst other things, pupils learn techniques such as still-imaging and thought-tracking, and devise their own work using these skills.
Due to restrictions this term and Government Guidelines we are putting our senior production on ‘ice’ until such time as we can combine year groups again, but will be providing an opportunity for platform performances within year group bubbles at the end of the Autumn term which will be performed to peers and staff within that year group. As soon as we are able we will launch into productions again, ensuring that the performing arts are alive and well and working even in these challenging times.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Year 3-Midway): Rose Paterson
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment (Upper & Remove): Julie Dooley
The aim of the English department is twofold: There is the academic goal of supporting the pupils to achieve their potential in Scholarship, Cranbrook and Common Entrance exams and there is the commitment of all English teachers to develop the children so that they become articulate and well-read, with vivid imaginations and the ability to appreciate and manipulate language and texts, both orally and on paper.
To achieve this aim Saint Ronan’s is in the enviable position of being able to mix modern learning theories and teaching practice with more traditional elements to produce enjoyable lessons that both stimulate the pupils and further their learning. In all year groups learning focuses on the technicalities of the language, with regular spelling and grammar lessons; on analysing language and texts, with both poetry and prose comprehension exercises, as well as on longer term schemes of work designed to elicit creative responses in poetry, prose and drama.
Pupils have a minimum of three hours of English lessons and half an hour of prep a week. Through these we ensure that all pupils encounter and try out for themselves a wide range of different ways in which English can be used, including classic and modern texts, plays, short stories, poetry and a variety of non-fiction texts. Outside of lessons pupils are encouraged to read, as well as to share their reading with other pupils. If, by the end of their time at Saint Ronan’s, we will have managed to light at least a spark in each pupil, to engender a love for English, the language and the literature, and to nurture creativity, we will have succeeded.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Terry Stickney
French lessons at Saint Ronan’s are aimed at bringing the language and the culture alive. Pupils are encouraged to listen, speak, read and write in a similar way to when they acquired the skills of their own native language.
All pupils start learning French from Year 3 (in Pre-Prep they start in Year 1) and all pupils continue to Common Entrance or Scholarship standard at age 13. The number of lessons increase from two lessons a week to four lessons in Year 5 onwards.
In the early stages, French is introduced through clips with native children (Early Start 2). Later, in Years 4 and 5, pupils learn basic grammar and spelling and enjoy reading stories and listening to songs (Skoldo 1 and 2). Finally in Years 6, 7 and 8, the key foundation of verbs and grammar becomes more prominent, as well as developing the four skills: writing, reading, listening and speaking. The French department has tried to include some independent learning via lively IT websites and software, where children test themselves and play French games on the computer.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Dale Bright
Geography is quintessentially a ‘discovery subject’. It starts at an early age, when a young child encounters and begins to discover the world. By helping to explain and inspire curiosity about the earth, Geography can nourish and enrich a whole lifetime of learning. Geography fascinates and enthralls: the beauty of the earth, the terrible power of earth-shaping forces – these things can take us out of ourselves. Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective. We explore values and issues, and challenge stereotypes whilst still encouraging the children to think for themselves. We aim to give Saint Ronan’s children the freedom to develop their own informed ideas and to have the confidence and ability to defend their opinions.
There was a time when it was all about exploration, describing and assembling information about the world: literally, geography was ‘writing the world’. Today, geography can embrace many forms of enquiry and exploration, using imagination and creativity to think critically about what we see. It is still about exploration and discovery, but using the media and digital technologies as well as first-hand experience. Geographers are skilful: using maps and mediated images of people and place, numerical data and graphical modes of communication and getting to grips with the geographic information systems that underpin our lives, make geographers skilful and employable.
Geography serves vital educational goals: thinking and decision-making in Geography helps us to live our lives as knowledgeable citizens, aware of our own local communities in a global setting. At Saint Ronan’s, Geography students will learn through the following themes:
• Location Knowledge (Local, National and Global)
• Ordnance Survey Map Skills
• Rivers and Coasts
• Weather and Climate
• Earthquakes and Volcanoes
• Industry and Transport
• Population and Settlement
Each year group will be involved in fieldwork of some sort, whether this be off-site or using the beautiful grounds at Saint Ronan’s.
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment: Sam Phillips
History is a vital subject in our ever changing and evolving world and throughout the school we aim to foster an interest in the subject and develop the critical skills to appreciate and understand Man’s role in our past.
The knowledge, skills and understanding that we will be including in our teaching are outlined below:
Chronological understanding
Including the ability to place events, people and changes into their correct periods of time and the ability to use dates & vocabulary relating to the passing of time.
Knowledge and understanding of events, people and changes in the past
Pupils will learn about:
• Characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
• The social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
• To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
• To describe and make links between the main events, situations and changes within and across the different periods and societies studied.
Historical interpretation
Pupils will learn to recognize that the past is represented and interpreted in different ways and to give reasons for this.
Organization and communication
Pupils will learn to:
• Recall, select and organize historical information
• Use dates and historical vocabulary to describe the periods studied
• Communicate their knowledge and understanding of history in a variety of ways (e.g. drawing, writing, by using ICT).
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Year 3, Year 4 and Shell): Renee Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment (Midway, Upper & Remove): Paul Bruning
Our key objective in the Saint Ronan’s Maths department is to promote an enthusiastic enjoyment of Maths through understanding. Mathematics teaches us how to make sense of the world around us. By developing a child’s ability to calculate, reason and solve problems, children learn to understand and appreciate relationships and patterns in their every day lives.
Our aim is to promote enjoyment and enthusiasm for the learning of Maths through practical activity, exploration and discussion. We believe that children should take risks in Maths and adopt a ‘have-a-go’ approach to all problems. Giving a child confidence in Maths is key to a child enjoying the subject and being competent at using and applying it.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Head of DepArtment: David Force
Through a curriculum of wide ranging musical activities the Music Department at Saint Ronan’s aims to provide opportunities for all pupils to:
• Develop their understanding and appreciation of music
• Acquire the knowledge, skills and understanding needed to make music
• Enjoy opportunities for music performances in formal and informal settings
• Create and organise sounds in composition projects in order to express ideas and feelings through music
• Extend their own interests and talents through individual music tuition
• Participate in small specialist ensembles to support instrumental study
• Develop co-operative attitudes and personal skills in choirs and orchestras
• Develop skills, attitudes and attributes that support learning in other subjects e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perserverence, self-confidence and sensitivity towards others.
The interrelated skills of listening, performing, appraising and composing are developed within the units of study presented here.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Set within Saint Ronan’s impressive grounds are numerous pitches for all major games, a challenging cross-country course and athletics facilities. The school also has a heated outdoor swimming pool, four tennis courts, a Sports Hall and a new Astro.
Pupils have curriculum PE lessons focusing on activities such as gymnastics, badminton, cross-county running and swimming. In addition, they have daily training sessions for major games in preparation for their match afternoons. There is also an extensive extras programme where the pupils have a choice of different activities, ranging from mountain biking, fencing, judo to table tennis and fishing, for example.
Participation in PE and Games allows pupils to develop their skills, tactical awareness, sportsmanship and fitness in a wide range of activities. Inter-school matches and house matches then provide an excellent opportunity to demonstrate the pupil’s ability in a more competitive environment.
The programme provided aims to inspire and enthuse all the pupils to foster a love of sport which they can continue to pursue when they leave Saint Ronan’s.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Our curriculum in Religious Education, in line with most courses of study in the subject, aims to give all children a good grounding in the following areas: Bible knowledge; World Religions; contemporary issues – but also, just as importantly, to encourage curiosity and tolerance towards religious beliefs and practices, as well as spiritual and ethical matters.
Children in Class 3 and Class 4 look at a number of Bible stories (starting with the Old Testament in Class 3, then the New Testament in Class 4). This foundation programme gives them a broad appreciation of the Bible, together with the historical background and moral education contained therein. In addition, one separate topic is covered in each year group: Special Days, in Class 3; Faith Leaders (such as Buddha or Pope Francis), in Class 4.
The main focus in Shell and Midway then shifts to World Religions, contemporary issues, ethical thinking and philosophy. The following is studied over these two years: The 6 major world religions with particular attention paid to pilgrimage, founders and leaders.
From Midway onwards, all the work forms part of the Common Entrance preparation, as we cover the ISEB Syllabus for Theology, Philosophy and Religion. Midway cover Islam (beliefs and practices) and Christianity (Practices and Ceremonies) followed by Great Philosophical thinkers and their ideas.
In Upper, ethical issues take centre stage with pupils covering the environment, prejudice, discrimination and freedom, life and death and punishment. Skills are honed in essay writing.
In Remove, Islam (practices and ceremonies) is taught as well as general preparation for the CE exam, including revision techniques and a review of topics covered in Midway and Upper.
With the new syllabus, there is increasingly an emphasis on an understanding of contemporary ethical and philosophical issues. At this stage, children start grappling with some of the “bigger questions” and developing insights about human nature and society. Children begin the process of weighing up evidence and presenting a balanced argument, learning not only to articulate their own opinions, but also to appreciate others’ viewpoints.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Elizabeth George
Science has become an increasingly important part of all our lives as the technological revolution progresses at break-neck speed.
Science is a core subject and the course at Saint Ronan’s is based on the National Curriculum, although it extends beyond this as children are prepared for Common Entrance and Scholarship. Learning through investigation and experimentation is encouraged and, with it, the skills of observation, data-handling and evaluation. The lessons are taught in the downstairs of the Stable Block, with 3 labs ranged around a central prep room.
Junior Science
In Class 3, Class 4 and Shell, Science is taught to the following topics. Shell have 5 lessons a week, Class 4 have four and Class 3 have 3. Shell and Class 4 also have a prep.
Senior Science
The three sciences are taught separately from Midway onwards. Each class has six science lessons per week and two weekly science preps.
Biology
Wide-ranging in its scope, Biology encourages its students to ask questions about themselves and the world in which they live. Amongst the main aims of the course, we hope that the student will develop a concerned and informed awareness of relationships between living organisms, of relationships between organisms and their environment and the effect of human activities on these relationships. Above all, we aim to promote a respect for all forms of life. The lessons take place in Harley Street.
Chemistry
Chemistry is taught with an emphasis on experimental work in Porton Down. The topics listed below give some insight into the material world and the reactions that go on within this.
Physics
The Physics course is taught in Greenwich and provides an understanding of everyday Forces and Energies. It also considers the applications of these, such as electricity in the home, or how levers are used in tools to make our life easier. The larger topic of ‘The Solar System and Beyond’ allows the pupils a wider view of the subject as well.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Emma Trelawny-Vernon
PSHE (as the subject tends to be known nationally) is considered to be one of the most important subjects in the curriculum – perhaps surprisingly, for some. Indeed, it is not an examined subject, so has little obvious impact on one’s studies. However, it is possibly the subject that might have the greatest influence on a pupil’s life, in its holistic dimension. It will raise awareness about some of the major issues that children do or will face; it can inform several crucial choices and help to shape attitudes in many areas of one’s life.
Our course is co-ordinated throughout the school, from Reception to Year 8. The Pre-Prep classes follow the syllabus led by their Class Teacher and in the Prep School, each year group has one 35-minute lesson per week, which is led by a small team of teachers. Our sessions are fairly informal, with as much discussion as possible. The pupils are encouraged to think deeply about a range of issues that concern them now and will be important for them as they join adult society. Pupils are not tested on any of these topics and this allows them to relax and give their opinions openly, without fear of “getting things wrong”.
As a department we are aware that, in PSHE, no one set of objectives can take full account of the individuality of each boy or girl. So we aim to support the development of certain personal qualities and attitudes among all our pupils, such as:
• Independence of Mind
• Self-reliance, self-discipline and self-respect
• A commitment to remain healthy
• An enterprising and persistent approach to tasks and challenges
• Consideration for others
• A sense of fairness, together with respect for the processes of law and for the legal rights of others
• Respect for ways of life, opinions and ideas different from one’s own
• Readiness to act on behalf of the legitimate interests of others who cannot effectively act for themselves
• A commitment to promoting the well-being of the community through democratic means
• Concern for the conservation of the natural world and for the physical, including the built, environment
The PHSE department is always open to suggestions for new areas of discussion from both pupils and parents, as we strive to be as interesting and topical as is practical.
Head of DepArtment: Lucy Taggart
Saint Ronan’s aims to provide a range of educational opportunities suited to the interests, aptitudes and needs of the children in its care. The provision for those children with special educational needs was judged by the School Inspectorate (ISI inspection, 2013) to be ‘excellent’.
All teachers in the Prep School set suitable learning challenges for the children and respond to children’s diverse learning needs. Some children have barriers to learning which means they have special needs and require particular action by the school. Teachers take account of these requirements and make provision, where necessary, but sometimes these children may also need individual learning support lessons with one of our specialist Learning Support Teachers.
Any child who is identified as ‘struggling’ to make progress in the classroom, or whose assessment profile warrants further analysis, is referred to the Learning Support Department and an ‘in-school’ assessment is carried out by our SENDCO. From here it is identified whether the child would benefit from extra learning support (in the form of one-to-one lessons) and whether an external referral is necessary to diagnose any specific learning or behavioural difficulty. This is organised by the school SENDCO, who liaises with all members of staff, providing essential information prior to the assessment. All learning support teachers hold a specific ‘DYSLEXIA’ qualification. The cost of additional tuition is carried by the parents.
Any child receiving individual tuition will have an Individual Pupil Profile (IPP) written by their learning support teacher and their English/Maths teacher and made available to all subject teachers. The subject teachers will then take into account its classroom recommendations.
As well as one-to-one support, pupils with educational needs may be supported in the classroom by a TA in Year 3.
Children with an Educational Psychologist’s recommendation may be permitted extra time in their internal and external examinations (typically 25%). Some children may require a reader or a writer (an amanuensis). Such help would be provided by the Learning Support Department and any peripatetic staffing costs incurred will be charged to the parent in the same way as private lessons.
Critical to the development of all children at Saint Ronan’s is the celebration and extension of areas of strength and talent. All children show personal areas of strength and skill and can therefore feel successful and valued at every stage of their school life. The atmosphere of security and encouragement, coupled with careful and structured long-term support, ensures that children develop to their full potential in areas they find more challenging.
The Prep School Learning Support Department is based in OXO, Cabbage Patch, The Grub Store and Krakatoa. LT’s classroom is The Incubator.
The team consists of:
Mrs Lucy Taggart (SENDCO) – B.A. Hons., PGCE, SEN Diploma
Mrs Carolyn Freeman – BEd, University of Cambridge, Dyslexia Institute Maths Programme
Mrs Jane Ryland – BA Hons, PGCE, SEN Diploma
Mrs Mary Woolgar – MA, University of St. Andrews, SEN Diploma
Mrs Kathy Wright – BEd (Hons), SEN Diploma
Mrs Jo Miller – BA (Hons), PGCE, SEN Diploma
Mrs Marie Bottle – BA (Hons), SEN Diploma
On the one hand, more Senior Schools are introducing the 11+ and are pre-testing. On the other, some Prep Schools are abandoning CE with a great flurry of marketing-focused hyperbole and replacing it with ‘little tested’ alternatives at unedifying breakneck speed. It is, however, my view (and that of many of my fellow Heads) that CE is far from dead. It is, instead, evolving and facilitating more innovation in teaching and learning. The gravitas of the external validation provided by CE puts our children in a very favourable position as they enter their senior schools.
The skills embedded by the rigour of CE – disciplined study, an understanding of how to revise, overcoming the stress of exam-taking, the ability to prioritize time and manage large amounts of learning – help the children enormously as they face GCSEs. In English and Humanities, CE papers allow the children to develop and hone their skills in analysis, synthesis and essay writing. The acquisition of these skills in the idyll of a nurturing Prep School makes a tangible difference. This theory is supported by our academic tracking, which illustrates that our children progress rapidly in Years 7 and 8.
Pre-tests are largely computer tests that are closely linked to IQ. Success in Common Entrance recognizes, in addition, hard work and effort. Hard working children see tangible and positive cause and effect as they take their CE successes on to their senior school. It instils a growth mindset and there is an enormous sense of pride and achievement when the children open their CE envelopes. It is a real highlight of the StR year!
CE has never been wholly ‘Common’. Every school has different grade boundaries and is free to use the suggested mark scheme as they chose. Neither is it for ‘Entrance’, where Pre-Testing now dominates. It has, instead, metamorphosed into a ‘Common Exit’ exam and this commonality is key to its strength. Prep Schools, like Saint Ronan’s, who feed a range of senior schools, should see themselves as part of a bigger picture in teaching a common syllabus of knowledge and skills. After all, that, for all their protestation, is exactly what the Senior Schools do via the commonality of GCSE and A level! Performance in these examinations will dictate universities, careers and futures.
CE currently offers us a syllabus and it is our job to deliver that in as innovative, creative, collaborative and ‘media-savy’ way as possible. We are no longer simply ‘teaching to the test’. In my mind, CE is just a valuable part of our much wider curriculum. Non-examined subjects such as Music, Art, Computer Science, Forest School, DT or PE allow for greater experimentation, risk and creativity. The co-curricular provision, encompassing everything from Dance and Drama to Beekeeping and a great variety of sport (both field and individual), offers a myriad of opportunities to capture the interests of the children. There is also time in the day for free, unstructured play to feed the imagination and forge closer friendships.
I will, of course, continue with my team to monitor all the arguments about Common Entrance and will seek to maximize every opportunity for creativity and innovation. However, I don’t think we should consider ‘throwing the baby out with the bathwater’ quite yet!
WTV
Most senior schools offer a range of scholarships. For example awards are available for academic excellence, Sport, Art, DT, Computer Science, Music or Drama. Each school applies its own system – with its own idiosyncrasies! – and the assessment procedure can widely differ from one school to another.
It is important to define in advance the best course of action for each potential scholar and a close partnership between the parents and the school is necessary. We will make recommendations to parents in Year 7 based on our experience of the standards expected.
The number of papers to be taken (as well as their nature) can also considerably vary, although some schools now use the Common Academic Scholarship format from the ISEB. Virtually all schools will test the candidates in English, Maths, Science and French, and some set a General Paper, as well as offering a number of options. In addition, an interview at the senior school is generally part of the selection process.
We will make recommendations to parents based on our experience of the standards expected. As ever, there is lots of help available be it from the Heads of Department for co-curricular awards or from the Headmaster who talks the lead with the academic scholarship candidates.
Whichever the type of scholarship sought, it is your responsibility, as parents, to register your child for a scholarship to their chosen senior school.
Cranbrook is one of the very few State Schools still offering an entrance exam at age 13. It is obviously selective and its stated objective is “to admit children likely to flourish on a broad range of subjects, taught in a style appropriate to the top 25% of the ability range, capable of at least 6 grades at GCSE and intending to go on to AS and A2 work”.
Those who wish to take the tests for Cranbrook should first check (as early as in Year 6) that the children concerned are of a suitable ability, by contacting William Trelawny-Vernon or James Green.
The admission policy for Cranbrook only involves a Verbal Reasoning paper, a piece of English free writing and a maths paper. For entry to Cranbrook from 2020 onwards, the tests will follow a different format. There will be a Cognitive Assessment Test (referred to as a ‘CAT’ test). This is an online test (produced by Granada Learning) which tests developed ability in four cognitive domains: verbal, quantitative, non-verbal and spatial. Scores are adjusted for age so that each candidate has a ‘standardised score’. Cranbrook School will be responsible for setting the pass threshold every year.
The children are prepared for the entrance test by extra tuition and practice sessions. Cranbrook ‘mocks’ are organised prior to the entrance test for day candidates. James Green oversees the children’s preparation and is available to answer your questions.
The key dates for the year ahead are:
Dates to be confirmed
Head of DepArtment: Stephen Sharp
Head of DepArtment: Tim Fox