1. |
The school will provide a broad, balanced and relevant education appropriate to the needs of its able students throughout key stages 3, 4, and 5. |
2. |
All the experiences of a student while enrolled at the school i.e. the academic, pastoral, extra-curricular and enrichment/enhancement programmes and the concepts and values underpinning the curriculum are to be seen as part of the school curriculum. |
3. |
The school will give attention to matching curriculum and teaching provision to individual student needs. |
4. |
The school will identify students with special educational needs and endeavour to see these are met. |
5. |
As far as is possible within resource constraints, the school will meet all National Curriculum and statutory requirements, and will also provide:
- Breadth and balance beyond the requirements of the National Curriculum.
- Equality of opportunity for girls.
- Curriculum enrichment opportunities for gifted and talented students.
- Diversification in provision of courses of study in languages.
- Examination courses in the expressive Arts at GCSE and A Level.
- Education in business and management skills.
- Both European and International dimensions within the curriculum.
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6. |
All students will have an entitlement to courses in a second modern language, GCSE Double Award Science and both English Language and Literature at Key Stage 4. |
7. |
The school will provide the widest possible choice at A/AS Level and entitlement in the Sixth Form to the Creativity, Action, and Service Programme. |
8. |
All students will have an entitlement to work experience in Key Stage 4. |
9. |
The school will enhance careers education and guidance for students. |
10. |
The school will follow the Kent Agreed Syllabus in Religious Education. |
11. |
The school will provide a variety of extra-curricular activities and residential opportunities. |
Sixth Form
AS/A Level Programme
We offer a very wide selection of AS and A level subjects at Dartford Grammar School for Girls, enabling students to continue with their areas of interest from GCSE and to move into new areas that appeal to them.
A-levels comprise of 6 units of work, divided into two years of 3 units, AS and A2. Together the marks awarded give a full A-level, although an AS unit can be a stand-alone qualification.
AS Courses comprise of 3 units of work and usually include a mixture of examination work together with coursework or practical work. Examinations are taken at the end of year 12 usually in late May or June, with the results being available in August.
A2 Courses comprise of 3 units of more complex work and again include a mixture of examination and practical or coursework work. In all subjects there will also be a synoptic component which tests the students on all work at both AS and A2. This may be assessed through the coursework or through an examination. The examinations are taken in June, with the results being available in mid-August.
All students are expected to take at least 4 subjects in each year of the sixth form, so students applying for year 12 will need to choose 4 subjects that appeal to them. It is recommended that students aim to choose subjects that will give them some breadth i.e. not all in the same curriculum area. It is however, recommended that some of the subjects should have similar learning approaches or skills, so that the student gains some mutual support from her subjects, rather than having to learn four completely different ways of working. In addition, students choose a support subject of a 5th AS level.
Key Stage 5 Curriculum
THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
We are delighted to offer students the opportunity to follow this prestigious programme. It is internationally recognised and welcomed by university admission tutors. It is now offered to more than 750 schools in 90 countries. The educational philosophy underpinning the IB programme aims to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Strong emphasis is placed on the ideals of international understanding and responsible citizenship, so that IB students become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, recognising the shared humanity that binds all people together and appreciative of the variety of cultures and attitudes that makes for the richness of life in the world today.
The IB diploma programme is a demanding pre-university course, designed for highly motivated students. It is a balanced course for students who want to keep their options open and continue to study from a broad curriculum. All subject areas are assessed at the end of the second year of study, with external examinations in May.
Students must choose a subject from each of 6 academic areas. Subjects are studied concurrently and at least three and no more than four subjects are taken at higher level, with the others at standard level.
The academic areas and subjects we are offering at DGGS are:
1. Language A1 – English 2. Language B – French, German or Spanish or ab initio Italian 3. Individuals and societies – History, Geography or Psychology 4. Experimental sciences – Biology, Chemistry or Physics 5. Mathematics – Mathematical studies or Mathematics 6. Arts and electives – Art, or a choice from Chemistry, Geography or Spanish.
Key Stage 5 Curriculum
Creativity, Action, Service [CAS]
This is a fundamental part of the IB experience and it emphasises the importance of life beyond the academic, providing a counter-balance to the demanding academic programme. The IB goal of educating the whole person and fostering a more compassionate and active citizenry comes alive in an immediate way when students reach beyond themselves and their studies. CAS involves three essential elements.
Creativity is interpreted broadly to include a wide range of artistic activities as well as the creativity students can demonstrate when designing and implementing service projects. Examples: o work on a production in each year o planning, organising and painting a mural o leading a school club in a particular area of artistic endeavour e.g. music o designing a sensory garden for the blind [also service] o developing an environmentally friendly area within school
Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects. Examples: o regular attendance at a sports club like trampolining or judo o playing in a sports team with regular practice e.g. netball or rugby o sailing regularly in the holidays and at weekends o planning and taking part in hiking or hill walking expeditions
Service encompasses a host of community and social service activities like working with children with special needs, visiting hospitals and working with refugees or homeless people. Examples o involvement in a VSU Youth in Action project o visiting to a local hospital to read to patients o working with children at Rowhill school e.g. lunchtime club o helping in an after-school club for younger pupils o shopping for elderly residents in your neighbourhood o entertaining at a residential home e.g. Leyton House
Students are expected to be involved in CAS activities for the equivalent of 3 to 4 hours each week during the sixth form.
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