Subjects

We offer an exciting and stimulating environment where girls can feel confident in expressing their individual ideas and perspectives. The department has three teachers, a technician and a huge range of facilities. As a team we are able to offer an enormous variety of skills and techniques from ceramics, painting, printmaking, sculpture, textiles and photography to regular life-drawing with the older girls. Art History is taught as a separate subject and is an important part of our sixth-form curriculum. Teaching is vigorous and wide-ranging. We encourage an atmosphere of exploration, experimentation, determination and independence.
 
We make the most of our wonderful array of facilities which include a general studio with printmaking area, a dark room, a ceramics studio with textiles facilities, Kiln/ceramics room and a sixth-form studio, where students are given their own individual working spaces. We also have a resources area with a bank of computers and a fantastic collection of art books. We have a gallery space for internal and external exhibitions and throughout the year display the girls' many successes through a diverse exhibition programme.
 
In order for our pupils to understand and explore the connections to be made with art and culture, our typical school year will include a wide range of art-related visits across all key stages. There are regular artist’s workshops and an artist in residence, allowing the girls to work alongside practitioners from a range of art practices. We also enjoy being involved in a range of community-based projects.
 
Our art department is also open at lunchtimes and afterschool for open sessions, allowing students to make the most of their creativity in their free time.

Enjoy some of our students' artwork

Life is an extraordinary phenomenon. How is it that this green planet we live on, with its incredible range of organisms, was only a mixture of chemicals several million years ago? How amazing, that once there were only the simplest organisms, and now there is such a range of biodiversity with extremely complex living organisms, each species perfectly adapted to its environment.  Most remarkable, is that we humans, Homo Sapiens, have such a big brain, so that we can reason, innovate, learn, control and understand our environment, and yet we still age, succumb to disease and die. This is what makes biology so exciting.

Studying biology is an excellent prelude to a medical, dental or veterinary science degree, relying on learning empathetic skills, with concern for society. You will become a more agile thinker, with an enquiry-led and open-minded approach to the many health issues that we face. It will ensure you develop big picture, connection finding and analytical skills to understand the environmental issues of the 21st century, such as the COVID-19 pandemic, and long-term effects of climate change on global ecosystems.

Biology is fascinating because you will discover how life works, learning how to self-regulate and develop intellectual confidence, studying at the molecular, cellular, organism or population level. It includes elements of both physics and chemistry but is easy to apply to everyday-life examples. It is a highly visual science, and you will develop thinking and collaborative communication skills in a scientific context. We discuss some of the most interesting new areas of biology, genetic manipulation and assisted reproduction. Decisions made by governments and individuals involve using ethics as a tool, so you will learn through practice to see alternative perspectives and to evaluate and weigh up opposing arguments.

We have a very wide range of theoretical and practical activities in our lessons, and we complement these with field trips.  A level biologists have lectures from speakers, both in and out of school, and can join the Medical, Dental, Veterinary or Scientific Journal Societies.  Sixth-form biologists also have the opportunity to compete in the Biology Intermediate and Olympiad, and those in year 9 the Biology Challenge.

As a department, we are always looking for new ways to make biology an exciting and rewarding subject to study.

Chemistry is the study of matter: the atoms, molecules, and larger structures that make up everything in our world. You would be hard-pressed to find an aspect of your daily life that isn’t affected by chemistry research. Chemists invent and design materials that are vital to modern civilisation: from the medicines that cure us when we are sick to the electronics in our pocket. They are also vital to our quest for sustainability – for example discovering new ways to capture the sun’s energy or inventing new plastics which don’t take hundreds of years to decompose.

The study of chemistry involves relating the visible with the microscopic. You will explore increasingly complex models for atoms and the manner in which they interact with each other. You will have the chance to investigate the properties and reactions of the elements, as well as exploring the vast array of organic molecules that make up the living world. At each stage, you will be supported by expert teachers who aim to foster enthusiasm and curiosity in their students. We believe that chemistry is something you do, as well as something you study, and through extensive practical work you will develop skills in planning, problem-solving and self-reliance. You will be captivated by chemistry and we can’t wait to see your reaction!

Where do we come from? It’s a question we all ask almost as soon as we can talk, and there are a number of different answers – but one of the most important and rewarding answers can be found in the study of Classics, in the shared cultural heritage of the past of ancient Greece and Rome which has such a huge impact on our lives today.  Learning to read Latin and Greek (both a joy in themselves for the beauty and precision of their grammar as well as the evocative power of their expression) opens a door into understanding our society through exploring where it came from and the forces which shaped it.  

It’s hard to think of a more compelling story than the Trojan War, or Odysseus’ long journey home from it. It’s difficult to imagine the world without democracy, first pioneered by the Athenians five hundred years before Christ. It’s challenging to picture society today without drama, where we explore and learn about who we are through watching mimetic representation. It’s almost unimaginable to contemplate a world without science, pioneered by people we now call philosophers, such as Plato and Aristotle, but who were equally interested in the how as well as the why. And it’s almost impossible to understand the way nations project their own cultural identity and construct their concepts of self and the other without thinking about the exclusivity of Athenian power as contrasted with the inclusivity of the Roman empire.

Studying Classics at St Swithun’s is about learning the languages of Greek and Latin of course – but it’s also about the societies which spoke and wrote them.  And if you find that the languages aren’t quite for you, for whatever reason, then don’t despair; there’s still the chance to explore the ancient world by choosing to study Classical civilisation; you will be able to read the literature in translation, learn about the history and the lessons it can teach us, puzzle at the philosophy and marvel at the art – so you won’t miss out on exploring Greek and Roman society, and how these peoples shaped the world we live in today.

It is widely accepted that we are now in the midst of the fourth Industrial revolution. Data and digital technologies promise revolutionary transformational changes across the full range of industry sectors and spheres of life. This unprecedented digital revolution will impact everyone. It will have extraordinary implications on the range of skills that today’s young people will require in every aspect of their lives.  

Computing education must enable young people to continue to keep up with the pace of technological change so that they can remain effective, well-informed and safe citizens. At the heart of the St Swithun’s computing curriculum is the aim of engaging the girls in this exciting subject through traditional and non-traditional topics.  

The subject of computing has three distinct strands, each of which is complementary to the others: computer science (CS), information technology (IT) and digital literacy (DL). Each strand is essential in preparing pupils to thrive in an increasingly digital world.  

• Computer science strands focus on the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems.  
• Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.  
• Digital literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artifacts using a range of digital technologies.  

Students in Key Stage 3 cover a wide range of topics spanning the three strands of computing in a constantly evolving curriculum reacting to current educational trends and technologies.  

As of 2024 this includes: Minecraft Education (MakeCode), Flowol (algorithms & flowcharts), Comp Sci Theory (binary, logic, hardware etc), Spreadsheets (Excel), Tech4Learning (iPadOS , OneDrive, OneNote, Outlook, network resources), Python (high level programming language), E-Safety (social media, cyber bullying, data security, malware), Multimedia (video and image editing), Computer Ethics (A.I, robotics, digital divide, data & privacy), Emerging Trends (Blockchain, Computer Misuse Act, Online Safety Bill).  

Students in Key Stage 4 have the opportunity to continue their studies with a focus on computer science via the Edexcel iGCSE Computer Science course.  
Students in sixth-form have the opportunity to continue their computer science journey with our AQA A-Level Computer Science course where they will develop a deeper understanding and experience of computation and the working of computer systems.

Can you imagine life without a tablet, laptop or access to the internet? Just years ago it was a reality for most of us. Technology is all around us. It influences our everyday lives and makes many tasks easier and quicker to perform. However, many of these products are ‘designed to fail’. They have built-in obsolescence because a new generation of products is already being designed and made that has the capability to perform an even wider range of tasks. This in itself presents problems with material resources and disposal – a global issue. The designer of today has to be aware of environmental issues and has to consider the lifecycle of a product before manufacturing it.
At St Swithun’s we will teach you basic manufacturing skills using hand tools and machines then progressing to computer-aided design and manufacture as in industry. You will learn how to evaluate designs, test products and accept that not getting things right first-time is part of learning.

"Our greatest weakness lies in giving up. The most certain way to succeed is to TRY just one more time.”
 - Thomas A Edison.
 
You will work on projects individually and as part of a team, manage a budget, and have a good awareness of health and safety and the environment.  You will be encouraged to be creative and original. You will have the opportunity to present your ideas to others and will cover a range of presentation techniques. Most importantly you will be applying skills that you learn in other areas of the curriculum to solve design problems.

Our students are given the opportunity to enter local and national design and engineering competitions. Each year a number of girls compete in the national Greenpower electric car racing challenge, which involves designing, constructing and racing a battery-powered vehicle around motor-racing circuits.

Economics is one of the most popular A level subjects and only available to sixth-form students. Any student can take up economics at St Swithun’s and no prior knowledge is required. Students follow the Edexcel Economics specification. 

Economics is the study of how scarce resources are allocated in society. As such, it is a broad subject that can broadly be split into two parts. 

Macroeconomics is the study of economic activity at a national or international level. As part of the A level students will look at issues such as: why are some countries richer than others? What policies could most effectively promote the development of low-income countries? How does the government decide on optimal rates of taxation and government spending? How has Brexit impacted the UK economy? What drives improvements in living standards? 

Microeconomics is the study of economic activity on a smaller scale, such as in the market for a particular good or service, or a particular labour market. Students will study issues such as: why is there a persistent gender pay gap? What is the impact of the national living wage on the hospitality industry? Are industries in which big companies, such as Apple, are dominant, better for consumers than if there were small companies? What determines the price of goods and services? What policies should be in place to improve environmental sustainability? Which services should be provided by the government, and which by the private sector?

Students of economics benefit from trips, and a myriad of opportunities to learn beyond the curriculum, through visiting speakers, workplace visits, several enterprise competitions, investment competitions, essay competitions and extension classes for those aspiring to study economics-related courses at top universities.  
Students of economics develop a strong, diverse set of skills that are highly desirable, including the ability to analyse, interpret data, write with coherence, and come to justified conclusions based on evidence. It is these skills that make students of economics highly thought of and sought after. Many of our students go on to study economics-related courses at university including at Oxford, Exeter, St Andrews and many others.

Who are we, who is each one of us, if not a combinatoria of experiences, information, books we have read, things imagined?
- Italo Calvino Six Memos for the Next Millennium (1988)

English lessons at St Swithun’s are spaces for exploration, reflection and collaboration. At the heart of everything we do is a desire to inspire young women to see reading, writing and discussing as the keys to the kingdom of imagination and empowerment. We like to keep in mind that in our class of delightful Year 7 students there may well be someone who will become a literature professor or even write a Booker Prize-winning novel. Meanwhile, we are also keenly aware that we will have students whose ambitions lie in non-literary directions but for whom exceptional skills in analysis and expression will support their high achievement. For all our students, a life-long love of reading will underpin so many aspects of their learning and well-being. 

We choose literature from a diverse range of eras and cultures and our curriculum evolves yearly, reflecting the strong shared desire amongst the teaching staff to model the continued renewal that reading and thinking offers us. Just as importantly, the love of language and literature is embedded in the St Swithun’s experience well beyond the classroom, from activities such as Reading Room, Poetry Society, creative writing, and competition workshops, to events such as writers’ birthday teas, our Hags and Heroines Witch Project, the annual Netherfield Ball, and our St Agnes Eve Banquet! We also have our newly inaugurated Sedge Lecture series as part of the academic enrichment programme which is specifically aimed towards students who want to explore the many connections between a love of literature and a love of science.

During their time with us, it is our aim for pupils to become critical and proficient in their analysis, interpretation and use of language and literature, as well as being aspirational and determined in their future lives. We love this quotation from the poet Sharon Olds: “There is something in me maybe someday to be written; now it is folded and folded and folded like a note in school.” There is nothing more magical for us than seeing those moments when our pupils unfold their creativity and flourish as students of literature.

The food and textiles department is a vibrant and inspiring place to learn, with an atmosphere of busy and purposeful activities. The department has two dedicated food and textiles rooms. Both are very well equipped and superbly resourced. Girls have access to a wide range of ingredients and materials.

Food and textiles are popular subjects and taught to all girls in Years 7-9. Girls are encouraged to develop their knowledge, originality and creativity by completing several practical projects. Girls develop and practice lifelong skills such as preparing and cooking a range of sweet and savory dishes, learning to use a sewing machine and making a simple garment. Girls are encouraged to approach tasks with a degree of risk taking and persevere to find a workable solution using self-regulation.

Girls can continue this into GCSE study with GCSE food preparation and nutrition and O level fashion and textiles.

Geography is the subject which holds the key to our future.
- Michael Palin

Geography is all around us. Have you ever looked out of a window and thought about how that landscape got to be there? If so, then you are a geographer.
Geography literally means to study the earth, and it attempts to explain how natural processes and the impact of people have shaped the world around us. As a subject, geography sees the bigger picture and is unique in bridging the social and natural sciences.  Geography puts this understanding of social and physical processes within the context of places and regions - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world, and the links between them.

As you study geography, you will appreciate the forces that have shaped our planet and understand the complex interaction of factors continuing to shape both the human and physical environment. With the world’s population at over seven billion people, and more than half of us now living in cities, what will our future hold? How can a physically active, dynamic planet and a population that is ever growing, developing and consuming be reconciled? Geography may not have all the answers, but it will certainly help you to appreciate the issues that affect us now, and it will continue to affect our future generations.

At St Swithun’s, we firmly believe that geography cannot be studied without getting out into the real world, and fieldwork is an essential part of its study. In the lower school, there are excursions every year, and at GCSE and A level there is the opportunity to undertake residential fieldwork. The geography department has also been at the heart of organising several major oversees excursions, and we are always planning new adventures.

We see ourselves as a passionate department with a diverse range of specialisms. Hopefully, our enthusiasm will inspire you to look at the planet in a different way. The skills and knowledge you gain will be useful in putting together the pieces between the other subjects you study and will be highly desired by future employers.

What is history?

Much debate has surrounded this question but David McCullough, the American historian, defined it thus: “History is who we are and why we are the way we are.”
There are many reasons why the study of history is of great value:

• History helps you to develop the skills to look beyond the headlines, to ask good questions, to engage with society and to work out and express your own opinions.
• History trains your mind and develops critical thinking, teaching you how to process information and pick out salient points, building on existing ideas to create new ones.
• History encourages fluent and flexible thinking by prompting you to question how and why people behaved as they did.
• History enables you to appreciate that people in the past were, just like us, not simply ‘good’ or ‘bad’, but that they were motivated in complex and inconsistent ways, and that there are multiple ways in which events/change can be viewed and understood.
• History helps you find connections between the past and present to understand the origins of modern political and social problems.
• History helps you discover how your world evolves and how certain examples can be abstracted to illustrate broader processes, drawing on holistic concepts and ‘big’ ideas.
• The wide range of material encountered in history helps you to engage with a variety of thinking approaches and can draw on, as well as helping to make sense of, many other subjects.
• History encourages you to develop the skills of analysis and evaluation; of reasoning from evidence; substantiating arguments; reaching incisive conclusions, etc, that employers value so highly.

As a department we aim to encourage a lifelong interest and enthusiasm for the study of history, and to develop skills of enquiry, analysis and the construction of sharply focused and convincing arguments.

Learning is achieved through a diverse range of activities and pupils, particularly in Key Stage 3, are encouraged to explore individual lines of enquiry in the pursuit of developing their intellectual curiosity and creative thinking. We aim to give pupils the confidence to implement strategies to expand their historical knowledge and understanding, and their powers of interpretation. History at GCSE and A level is popular, and we offer diverse courses enabling students to experience a wide range of historical periods.

History of Art is one of the most relevant A levels you can study on the curriculum today and one of the most misunderstood. It is an essay-based subject which has nothing to do with practical art and does not require any previous knowledge.

Using art and architecture as a prompt, we consider the various factors which have impacted them, addressing cultural, social, political, religious and technological issues. We discuss the ways in which objects and buildings have been used and interpreted by past and contemporary viewers and learn about the motives for and roles of patronage. We hone our visual skills and develop a keen eye for detail whilst learning the correct terminology with which to describe and interpret the works.
The Edexcel A-level syllabus is wide ranging and includes art, which is Western and non-Western, ancient and modern, and made from a variety of materials. There are two papers with a mixture of short responses and longer essays. The first tests your ability to formally analyse unseen artworks and then addresses the themes of nature and identity in art. The second paper focuses on an in-depth study of two periods: The Renaissance in Florence, Rome and Venice (1420-1520); and the British and French Avant-Garde (1848-1899).

The value of seeing works firsthand cannot be underestimated, so we will visit museums, galleries and exhibitions. There will also be a study trip to Florence. The history of art department is vibrant, hosting visiting speakers, taking part in national competitions such as ARTiculation and SpoKE and offering lectures on a variety of topics beyond the curriculum (history of art bitesize).

The subject is multidisciplinary and dovetails well with any other humanities, languages and sciences. It leads to a wide range of possible degree courses and opens the door to a broad spectrum of careers including law, journalism, publishing, marketing and advertising, film, digital media, travel and tourism, international relations, architecture and all careers in the art world.

The learning support department encourages pupils to maximise their full potential and develop their talents in a caring and supportive environment. Through the learning, reinforcement and practice of specific skills and knowledge, we aim to underpin and consolidate the pupils’ academic studies, building on strengths and supporting any weaknesses.  The girls should feel equipped with enhanced skills which they can apply across the curriculum.  
 
Through regular screening, staff or parental referral we identify pupils who may be experiencing difficulties with their academic work. We may further assess a pupil in more detail before determining an appropriate programme of support. We also encourage girls to seek advice, reassurance or practical help if they perceive a need. We liaise closely with subject teachers, form tutors and house staff to ensure everyone on the team is aware of a girl’s particular learning profile and any support being provided.  
 
Bespoke programmes may include any of the following:

• Phonic knowledge  
• Handwriting
• Reading skills (decoding, comprehension, inference and speed)
• Spelling (knowledge, strategies for improvement and practice)
• Grammar and Punctuation
• Note taking  
• Planning skills
• Development of written work
• Essay writing  
• Memory skills and techniques
• Revision skills and strategies
• Examination technique

At St Swithun’s, mathematics is celebrated as an exciting subject that equips students with the tools to confidently tackle life's challenges. Initially, students may view maths as just "sums," but they soon discover the wonders of algebra, geometry, and calculus. Engaging puzzles, logical argument construction, and mathematical games make learning fun and rewarding.
 
Our mathematics teachers aim to instill a genuine enjoyment of the subject. Students are encouraged to challenge themselves, always asking "why" instead of just "how." They develop perseverance, rigour in explanations, and creativity in thinking. By the end of their education, students have a robust understanding of mathematics and the confidence to inspire others in STEM fields.
 
Key objectives include fostering enthusiasm and enjoyment, effective communication of mathematical ideas, and strong problem-solving skills. Students should approach any problem with confidence, drawing diagrams, creating equations, and thinking critically. They will learn to love algebra, question statistics skeptically, and appreciate mathematical humour, preparing them to use mathematics in real-world contexts.
 
Mathematics at St Swithun’s progresses through stages:

1. Key Stage 3: Moving from basic arithmetic to abstract concepts, laying a foundation for future learning.
2. IGCSE: Recognising the overlap between science and mathematics, deepening understanding. We follow the Edexcel IGCSE (4MA1) Higher Specification.
3. A level: Exploring the beauty and complexity of mathematics. We are following Edexcel (9MA0) for A level Mathematics and Edexcel (9FM0) for A level Further Mathematics

 
Throughout this journey, students practice diligently, learn from mistakes, and find joy in correct answers. They develop a strong work ethic and attention to detail, preparing for future challenges. A St Swithun’s mathematics student becomes a flexible, fluent problem solver who communicates effectively using proper terminology. Inspired by real-world applications, they approach mathematical challenges with curiosity, determination, and an appreciation for the subject’s beauty and potential.

The many cognitive benefits of learning languages are undeniable. Students who speak more than one language have improved memory, problem-solving and critical-thinking skills, enhanced concentration, ability to multitask, and better listening skills.  
Language is the most direct connection to other cultures. Greater understanding, in turn, promotes greater tolerance, empathy, and acceptance of others—with studies showing that children who have studied another language are more open toward the culture associated with that language.

At St Swithun’s we embrace all the above benefits, harnessing them through our teaching and learning, at the centre of which is the belief that all students are high performance learners.

It begins at Key Stage 3 with the introduction of German and French in year 7 and the addition of Spanish in year 9. At Key Stage 4 there is the expectation that every girl does at least one, if not two modern languages at GCSE. Italian is offered as an additional GCSE subject in the sixth-form.

Learning a language is fun, lively and engaging, even if it means moving out of your comfort zone. The upside is the amazing sense of accomplishment you’ll feel when talking to a native speaker, for example on the year 8 visit to Paris, the year 10 German exchange trip to Königstein near Frankfurt, the year 11 Spanish study trip to San Sebastián, or the popular sixth-form and year 10/11 cross curricular trip to Berlin.

As our students move up through St Swithun’s MFL learning environment, we hope to see them become more confident and therefore less risk averse. Their learning is collaborative and student-led, yet expertly supported by passionate, dedicated and knowledgeable teachers. Our students thrive in making connections between different grammar and syntax systems compared to their mother tongue(s); they will become masters in self-regulation and strive for ever greater speed and accuracy in their vocabulary re-call.
Our A level students develop their critical thinking skills with weighty political, historical, cultural and artistic issues, ever continuing to improve their ability to evaluate, analyse and debate in a foreign language.

Many co-curricular activities are on offer to broaden the cultural horizon further and supplement the syllabus teaching of GCSE and A level languages, such as play-reading or foreign-film clubs, foreign language essay and translation competitions, visits to lectures at nearby universities or the linguistics Olympiad.

To prepare St Swithun's students for their future career the MFL department creates a learning environment that promotes multilingualism which will help to improve job prospects and advancement opportunities.

From the first hymn in the morning to the final bow at the end of a concert, music is an integral part of St Swithun’s, forming an important part of our sense of community and allowing our many talented girls to express themselves in a variety of ways. There are 25 ensembles rehearsing each week, coached by our team of 39 staff and two-thirds of girls have instrumental or singing lessons from a choice of 20 instruments.

Each year features a range of formal concerts in our Performing Arts Centre; rock concerts with lasers and smoke machines and smaller more intimate lunchtime ‘Hot Chocolate Concerts’.  We provide the opportunity for musicians of all standards and styles to flourish. Our musicians are busy and ambitious: the choirs regularly sing for services at the cathedral; perform in concerts in Winchester and the surrounding area; attend masterclasses and workshops provided by top class coaches; go abroad on tour and take part in our biennial school musical production. Some of our top musicians play and sing in county and national ensembles as well as attend junior music conservatoires in London. 

Academic music is very strong, with students regularly achieving the top grades at GCSE and A level and some going on to study it at university or conservatoire. Lessons are designed to promote the development of High-Performance Learning skills, encouraging an enquiry-based approach to discovering music. Pupils are taught to appreciate many different styles of music from all over the world and from different historical eras. They are taught to analyse, compose and perform from an early age.  
Our aim as a department is to encourage, enthuse and support our young musicians whilst maintaining high standards. There is an annual whole school music competition for soloists and a flourishing music scholars programme in which our most talented musicians are given subsidised tuition; further performing opportunities; trips and masterclasses and specialised individual support on their musical journey. There are currently 25 girls from year 7 to sixth-form who benefit from the scholar's programme, including members of the Hampshire Youth Orchestra, National Youth Orchestra, National Youth Choirs and the junior colleges of the Royal Academy of Music, the Royal College of Music and the Guildhall School of Music and Drama. Ensemble opportunities include:

• Three choirs
• Three orchestras
• Swing Band
• Wind Ensemble
• Two Clarinet Ensembles
• Two Flute Ensembles
• Baroque Ensemble
• Five Rock Groups
• Chamber Music Ensembles
• Brass Ensemble
• Percussion Ensemble

"Rarely do we find men who willingly engage in hard, solid thinking. There is an almost universal quest for easy answers and half-baked solutions. Nothing pains some people more than having to think."
- Martin Luther King, Jr.

Religion, belief and spirituality form an important part of the human experience and RPE at St Swithun’s aims to guide pupils through this complexity, developing the intellectual confidence to analyse the abstract and be open-minded about alternative perspectives in the world they live in and a whole range of world views, faiths and philosophies. In the classroom students will encounter a number of different faith traditions (the Abrahamic faiths of Judaism, Christianity and Islam as well as the eastern traditions) and consider the way religious belief can affect lifestyle and ethics. As a department we promote inclusivity and collaboration, believing that by developing an understanding of religious traditions pupils’ eyes and minds can be open to the diversity that exists around them and the origins and key beliefs of different faith and philosophical traditions. We seek to broaden the girls' understanding of contemporary ethical and social issues, and to increase their awareness of the values and ideals that underpin other cultures. From an academic point of view, it develops and extends their analytical skills and ability to evaluate complex issues.

We hope that students will find that their RPE lessons give them space and time in which they can consider alternative perspectives: we aim to create an environment where you can feel free and comfortable to communicate your own beliefs and opinions, think critically and imaginatively, build intellectual confidence by challenging ideas and raising questions. We want our teaching to be exciting and varied and we employ a range of different methods in the classroom.  Where possible, we invite members of faith communities to talk to pupils about religious and ethical questions.

In RPE students will have the opportunity to critique many great thinkers and religious teachers including ancient philosophers like Plato and Aristotle, modern scholars such as Jean-Paul Sartre and Bertrand Russell, religious teachers like Jesus and Mohammed and theologians such as Thomas Aquinas, as well as social reformers such as Martin Luther King Jr and Fela Kuti. Pupils are encouraged to develop their own opinions and ideas whilst looking objectively at questions of religion and faith. Students will learn how to create coherent arguments and how to support and justify their ideas. We seek to ask the fundamental questions of life which impact upon all of us from ‘What happens when we die?’ to ‘What is beauty?’ and ‘Why do good people suffer?’ Whilst RPE does not try to give definitive answers to these questions, we hope that over their study girls will have developed a greater understanding of themselves and what they believe.

Psychology is the scientific study of the human mind and behaviour. It is a discipline where the cause of drives and behaviour are investigated using scientific methodology, and the findings are applied to the real world to increase understanding and functioning for both society and individuals. 

We follow the AQA A level Psychology course which is designed to encourage students to engage with the subject by introducing new, contemporary topics, as well as allowing candidates to demonstrate the ability to utilise scientific methodology in the context of psychology and to develop their critical thinking skills. The course enables students to develop a broad knowledge and understanding of the core areas of psychology through a range of topics such as cognitive psychology (memory), developmental psychology (attachment), research methods, social influences and psychopathology. In the second year, topics are studied in greater depth such as forensic psychology and schizophrenia. 

Psychology requires a blend of creative and logical thinking and is suitable for students with a keen interest in evaluating psychological material in an objective and analytical manner. To further encourage this, termly independent projects are set for students to research beyond the specification. They are designed to allow a choice of research that is most interesting to them, to summarise their findings and make personal conclusions. Discovery, skills progression and celebration are all a part of what makes our psychology department so successful. 

In addition to assessing psychological knowledge, understanding and application, 25-30% of the examination focuses on research methods and 10% on mathematical skills. Confident use of English language, science and mathematics is required due to the amount of written work, biological content and statistics used. There is no coursework in psychology, although students will have the opportunity to carry out replication studies and small research projects.
There are many opportunities provided for learning beyond the classroom. Students are encouraged to enter essay competitions, both internal and national, and many are recognised for their outstanding work. Furthermore, off-site trips alongside workshops with visiting speakers allow contact with professionals working in a range of fields within psychology. 

Psychology is a fascinating and stimulating subject where students need to be prepared to work hard, contribute and above all, come with an open mind; human behaviour is complex. It is unlike any subject you have studied before. It promises to be interesting and relevant to all aspects of everyday life.