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Academic

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.

We believe:

  • that the best form of pastoral care comes from good classroom teaching
  • that staff are teachers of children rather than subjects

We do not believe in “mixed ability classes”. Our policy where possible is to ‘set’ students in groups of similar ability.

Please click here for the set change protocols in English, Maths and Science.

At Gordon’s the curriculum and teaching styles are based on the best of the traditional and the best of the 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 we use the best of the more modern methods. An example of this is the extensive use of computers which feature in virtually every area of the curriculum.

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 done!

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.

CURRICULUM VOICE

Students have the opportunity to contribute their views on curricular issues in two ways:

  • Departmental reviews are triennial 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.