THE THIRD FORM CURRICULUM

2011-2012

The Third Form Curriculum document, reproduced here, is updated annually in June.  It can also be downloaded as a pdf file.

EXPECTATIONS: The aim of our teaching at Shrewsbury is to inspire: to stimulate curiosity and interest, and to give the boys an understanding of what they are really good at and what they enjoy.  We want boys to amaze themselves – and you, their parents – by not only meeting their potential, but by exceeding it; and we hope that you will soon come to see that your sons are very well taught indeed.

AN EXTENSIVE CORE WITH A FEW OPTIONS: Without detracting from intellectual focus or the need for progress at the right rate, we have made the curriculum as broad as possible.

All boys do a full year’s course in English, History, Geography and Religious Studies, Latin (with a mixture of both Latin language and Classical Civilisation), French, Maths and the three sciences along with ICT. All boys also take half-year courses in Design & Technology and Art, and Spanish and German. It is also possible for a boy to take a whole year of Greek in place of Spanish and German. Music and Drama are also given significant time in the curriculum, and there is an appropriate space for PSHE.

The year group is divided into sets, which allows each boy to proceed at an appropriate pace. Some resetting can take place during the year.  Learning Support is provided for those who need it.  So too is English Language support for pupils who need it and for whom English is an additional language.

HUMANITIES: A course preparatory to GCSE is taught in these subjects. The aim in English is to consolidate all the technical skills of reading and writing and to begin to study Literature more independently.  Boys are taught a comprehensive language syllabus, which is tested each term. At the same time, they study prose, drama and poetry texts, including one Shakespeare play. The Third Form English programme seeks to produce boys who are ready to tackle the demands of the IGCSE Language and Literature courses with confidence and enthusiasm. In History, boys study Britain from 1603-1919. The course aims to give pupils an understanding of key events during this period and also endeavours to allow boys to understand the role Britain played in imperial expansion. The course ends with a detailed study of WWI. The Geography programme is designed to inspire pupils to want to take the subject further. Pupils go back top basics with an Atlas map skills course. Next they learn about the world at work ‘….does money make the world go round?’ We begin to introduce the IGCSE topics of coasts and fragile environments. There are plenty of ICT based exercises and new skills to grasp. The Religious Studies course introduces pupils to some of life’s 'Ultimate Questions' about humanity’s purpose, values and beliefs, and also to some key areas of Ethics and Philosophy (e.g. miracles, immortality, and revelation). Within a context that is mainly Christian but also considers other religious and secular viewpoints, boys explore and develop an understanding of these issues in an academic and objective manner, and are encouraged to clarify their own views and ideas.

MODERN LANGUAGES: The GCSE French course begins in the Third Form. Basics are consolidated first before more challenging material is introduced. The aim is confidence in grammar and vocabulary, together with a high level of fluency in the core GCSE topics covered; a simultaneous IGCSE course is designed to stretch the higher sets. Preparatory courses in Spanish and German are also taught, for half a year each. Both courses place emphasis on the receptive skills and on oral production as well as the written language, and aim to awaken interest in Spanish and German speaking countries. Grammar plays a fundamental role, and both courses provide a sound basis for those who wish to proceed to GCSE.

CLASSICS: All boys are required to study Classics, not only for its own sake but chiefly as a window into the Roman world and also as an ancestor of many of our own modern languages.  All boys have the chance in the Third Form to continue their study of Latin or to start learning the language from scratch.  The objective of the year is to prepare boys for further study to GCSE and also to give a self-contained experience for those who do not wish to take these subjects beyond the first year. Greek is available throughout the year to those who opt to take it in preference to Spanish or German, and there is also the possibility of studying Greek for the first term and then switching to one of the two modern languages in January.

MATHEMATICS and SCIENCES: The aim in Mathematics is to build a firm foundation as well as to develop an interest in wider aspects such as its history and applications in the real world. The first term is devoted mostly to non-calculator material, with emphasis placed on consolidating number and algebra skills.  IGCSE topics are started in the latter two terms. In Biology, Chemistry and Physics boys are introduced to ideas and techniques that prepare them for Edexcel IGCSEs in either Dual Science or the three Separate Sciences (a choice they make at the end of the Third Form year). Teaching the IGCSE over three years allows flexibility in the teaching scheme, which enables boys to explore the non-syllabus topics that every schoolboy should know, or pursue specialist enthusiasms and interests that both enrich and entertain. A great deal of time is spent reinforcing learning through practical work and this also helps to develop the boys’ experimental and investigative skills.

ARTS: Art plus Design and Technology are taught for half a year each. In Art the first half term is given over to improving drawing skills and working for an extended period on one piece of work to try to push beyond previous boundaries and produce drawing of a really searching quality. The second is spent looking at colour and basic paint handling. The third half term is used to ground pupils in methods of perspective. The aim of the Design and Technology foundation course is to give all boys entering the school a range of craft skills in wood, metal and plastics; electronics, ICT, project planning and graphical presentation are also introduced. The course allows pupils to progress at their own pace depending upon previous experience and ability. Each boy also has ten one hour Music and Drama sessions. The former, taught in the excellently equipped Maidment Building, offers challenging courses in performing, listening, composing and music technology. Drama is explored in the Ashton Theatre. Boys are encouraged to interpret texts and to look at the technical aspects of theatre, but above all to participate in workshop drama as a means for developing imagination and confidence.

ICT: ICT is taught in the conventional curriculum and as part of a circus of activities on Thursday afternoons, beginning with an introduction to using the school network and then following the ECDL Version 5 syllabus. This two-year course covers the use of the Internet and email, IT security, word processing, spreadsheets, presentation (PowerPoint) and databases. In other words, the boys get a good grounding for their use in ICT at school and for the future.

SPORT, PE, and CURRICULUM GAMES: Shrewsbury is justly known for its sporting reputation, and boys are encouraged to play and compete at a standard appropriate to their abilities, so that School and House teams at every level train and play on most afternoons in the week. PE covers a range of individual skills and techniques within a variety of activities such as swimming, gymnastics, athletics and fitness. To ensure every boy gains a firm grounding in the six major Salopian sports played in the afternoons and that they receive a high level of coaching, the curriculum games programme includes cricket, football, fives, rowing, the Hunt (running) and rugby.

INDEPENDENT LEARNING: All aspects of the curriculum encourage independent mindedness, but especially the Third Form Portfolio. For this, each boy is encouraged to choose two topics close to his own heart (e.g. William the Conqueror, bee-keeping, the art of spin bowling, the history of the trumpet), and by dint of initiative and research create two presentations, one written and one oral. It may even be that a boy presents a painting or sculpture, or plays a piece of music. In other words, practical things are welcome, too. In this rather special way, therefore, we can show how much we value boys’ own interests and encourage them to work and think on their own.

TUTORING: Each boy has a personal tutor.  He or she will get to know your son well, encourage him in his endeavours, rejoice in his successes and, if necessary, support him in disappointments. A tutor meets his tutor group of about five or six boys once a week, and will also meet individually with his tutees as the occasion demands.

So far as academic work goes, the tutor will raise issues like time management, methods of learning, and revision skills. More particularly, he will monitor your son’s progress through the School’s reporting system, and give him the best possible advice and support he can.

PARENTS’ MEETING: In the Summer Term of the Third Form at Shrewsbury, there will be a chance for parents to meet the Staff to review general progress at a Parents’ Meeting. However, the Housemaster is always available to discuss anything throughout the year.

MOVING TOWARDS THE FOURTH FORM: Discussions about suitable choices of subjects from a range of options available during the second year (Fourth Form) begin during the Lent Term. Boys are introduced to the scheme of options by the Director of Studies, after which they are encouraged to talk about their eventual selections with Housemasters, Tutors and those who teach them. Parents receive a document explaining the possible choices, supplemented by notes prepared by the heads of the various Faculties, together with an introduction to the GCSE examination. They should feel free to discuss their choices with Housemasters, and with teaching staff at the Third Form Parents’ Meeting.

AN OVERVIEW OF THE YEARS TO COME     

THE FOURTH FORM: The work follows on from that in the Third Form.  All boys take English, Mathematics, Physics, Chemistry, Biology and French to GCSE.  These “core” subjects are supplemented by groups of optional subjects which include Latin or Ancient History, Greek, German, Spanish, History, Geography, Art, Design, Religious Studies, Music, Astronomy and PE.

All examination courses embarked upon at the beginning of the Fourth Form year are normally continued through the two years to the GCSE examination.  As well as the subjects studied to GCSE, boys will also follow courses in PSHE (Personal, Social and Health Education) and ICT. The Curriculum Games programme started in the Third Form continues through the Fourth Form as well.

A meeting of parents and staff will be arranged towards the beginning of the Summer Term, so that progress can be reviewed and parents can discuss any academic problems with those who teach their sons.

THE FIFTH FORM: Boys will continue with the two-year course started in the Fourth Form.

During the year, all boys receive preliminary careers guidance, so that the subjects they choose for their AS and A level courses suitably reflect their interests, their capabilities and their future.  Parents are invited to a Parents’ Meeting towards the end of the Lent Term to talk to the Staff specifically about this choice.  Documents about the subjects themselves and about careers guidance at School are sent to all parents at the end of the Michaelmas Term in order that they may initiate discussions with their sons and identify problem areas to be discussed with the Staff.

THE SIXTH FORM: At the conclusion of the Fifth Form year, pupils enter the Sixth Form and begin the first year of the two-year courses they have chosen to pursue to A or AS Level.  Advice on careers and on entry into Further Education is constantly available to pupils and parents, and meetings with the Staff are arranged for the parents of each year-group.  Advice may also be sought from the Tutor chosen by your son as an extra support in academic and pastoral matters.

We hope that you find these notes helpful, but please do not hesitate to write if ever you would like further guidance or information. You will appreciate that there could well be changes in the curriculum over the next few years that may affect your son.  We will try to keep you informed.

Martin Cropper
Director of Studies       

Torin Morgan
Head of Third Form
June 2011