At Gordon’s we believe that schools are first and foremost centres for learning, and that the basis of a successful school is quality teaching and quality learning.
Our pedagogy and practice:
- the best form of pastoral care comes from good classroom teaching
- staff are teachers of children rather than subjects
- there is no one way to teach good and outstanding lessons, as long as students are engaged, challenged and know how to improve.
- we set where possible to ensure groups of similar ability.
Please click here for the set change protocols in English, Maths and Science.
Like all good schools, great importance is placed on the quality of teaching in the classroom. Supported by talented, committed staff, as exacting as they are caring, we are one of the top performing schools in the country and have been for the last decade.
Our extensive curriculum extends beyond the classroom is committed to providing experiences for all young people to find their talents and interests and then develop students' skills, knowledge and attributes through high quality teaching. However, character matters and all must earn their success success through hard work.
At Gordon’s the curriculum and teaching styles are based on the best traditional and modern methods. For example, if you choose to visit a Year 7 Maths lesson at Gordon’s, you will sometimes see students learning their tables. In English lessons you will sometimes come across classes having spelling tests. We use these tried and tested methods for one simple reason - they work! However, at the same time you will sometimes see the extensive use of computers, which feature in virtually every area of the curriculum. Thus balancing the traditional and the modern in ways that work.
To help organise their work, students are issued with a special homework diary each term. This diary is closely monitored by staff - including the Head Teacher.The diary greatly increases contact between school and parents and helps students to structure their homework more effectively. It also enables staff and parents to monitor homework - and check that it is being completed.
One of the keys to academic success is not only hard work, but also the establishment of good practice. One aspect of GCSE is the necessity to do coursework - really a word for extended homework. In our experience, the sooner boys and girls can establish the self discipline and habit required for homework, the better their long term chances for success in coping with GCSEs.
Students have the opportunity to contribute their views on curricular issues in two ways:
- Departmental reviews occur every three years with, on average, five departments being reviewed per academic year. Input from our students comprises a major part of each review, with all teachers receiving extensive feedback from at least one of their classes on a range of teaching and learning areas, as well as the option of a freely written narrative part for each student to complete, should they wish to.
- All departments and teachers are encouraged to conduct their own regular micro-reviews.