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Surbiton High School is full of energy, enthusiasm and opportunity. Our pupils embrace the intellectually rigorous and challenging environment, immersing themselves in the array of both academic and co-curricular opportunities offered to them through the schools.
Founded in 1884, Surbiton High School is a leading independent school, which at its core has the belief that the happiness and success of every child are the key foundations upon which their future success can be built. Our strong pastoral support is coupled with exceptional teaching and a constantly-evolving, innovative curriculum. We are a school which genuinely delights in the individual. We are a place where every child is valued, every child is encouraged to give their very best, and every child has the chance to grow in confidence. These opportunities allow all pupils to truly realise who they are and discover new passions and interests.
It is a pleasure and true privilege to lead and be a part of this exceptional school community where, daily, the pupils’ good humour, enthusiasm and curiosity never fails to impress.
We know that choosing the right school for your child is one of the most important decisions you will make. If you are seeking an empowering school with a genuine desire to develop each individual and bring out the best in your child, then please do come and visit us. A warm welcome always awaits.
As specialist Art teachers, the Art Department at Surbiton High School plans its curriculum to enable the pupils to work with a wide range of mediums in both 2D and 3D, as well as photography, exploring digital processes, and Art History. This broad and varied curriculum, together with our strength in teaching the individual, allows for each pupil to find their own creative pathway and feel successful in their creative endeavours.
In the Autumn and Spring Terms, the pupils will be given a different theme to work from and are encouraged to think of their own ideas based on this to foster creativity and independent learning. Each pupil will receive an art pack and sketchbook which are used for homework tasks.
In the Summer Term, the pupils will continue to explore and develop their artistic practice as well as undergo a course in Art History. This is a fantastic opportunity for the pupils to widen their artistic knowledge and develop their historical understanding.
Throughout the year, pupils will be assessed on their observational and technical skills, ability to critically analyse artists' work, and on their creativity and imagination. In the Spring Term, pupils are assessed on a whole project which will include their work in class and homework, instead of a formal summer examination.
The aim of Computing in Year 7 is to encourage the pupils to work independently and use computers safely, to understand the possibilities that computers give us to solve problems and to start to learn how to produce solutions of their own. We introduce them to programming skills through the use of flowchart design in ‘Flowol' and then coding in ‘Small Basic'. To further develop problem-solving skills, pupils will be introduced to spreadsheet modelling and review basic spreadsheet skills. As well as using computers for topics such as graphic manipulation, pupils develop their understanding of computing crime and security issues on a more theoretical level.
The Year 7 Computing curriculum will enable pupils to become more competent, confident users of computers, whilst encouraging them to develop their logic and creativity through software development.
Studies in Design and Technology will prepare the pupils for designing and making useful products in a wide range of materials and teach processes which will help them to understand how gooddesign can influence and change the world in which we live. The subject gives the pupils the opportunity to work independently and solve problems by using their creativity and ingenuity in one of the three technology areas.
Graphic Products
The pupils will begin by learning the basic skills in graphics which can be applied to all areas of design and technology. This will include colour rendering, oblique sketching and using different graphical media to enhance their sketches. The pupils will then complete a blister pack packaging project and investigate the effective use of typography and colour theory in graphical design. Pupils will also have the opportunity to experiment with electronics and systems to enhance their products.
Resistant Materials
The pupils will begin by manufacturing a pen holder in thermoformed acrylic, which will give them the basic skills to use the department's machine tools safely and accurately. Further projects will include skills in building products with electronics to enhance their performance and they will manufacture products which consider sustainable design. The pupils will also incorporate computer-aided design and manufacturing techniques in their projects.
Textiles Technology
Through focused practical tasks, the pupils will be introduced to basic textiles techniques, such as knitting, hand and machine sewing and application of colour to textile materials, including sublimation printing. They will develop their understanding of the design process by researching a theme, generating creative design ideas and practising simple pattern cutting to make a model and prototype of their final product made from sustainable materials, which will be a decorative cushion. Furthermore, they will learn about fibres and fabrics, health and safety and the importance of testing and evaluation.
Drama is taught one lesson a week in Year 7. The curriculum aims to teach key drama skills and methodologies as well as developing learning habits and strategies for independent learning. There is considerable emphasis on the pupils having creative ownership over their ideas and working as an ensemble.
Drama develops a strong skill set for creating, performing and responding, and each of these aspects are equally weighted and assessed throughout the year. Where opportunities arise, we use Drama as a vehicle for exploring themes and issues that affect society at large and aim to challenge our pupils to think empathetically and build their socioanalytical skills.
Year 7 pupils have the opportunity to audition for parts in the annual Year 7 Production, which takes place in the Summer Term. This is always a highlight in the drama calendar, with the fun, colourful and often sitespecific performances entertaining the audience, as well as preparing pupils for participation in future productions.
The Department also run various clubs that Year 7 pupils can sign up for at the co-curricular fair in September.
In English, the pupils study four forms: fiction, non-fiction, poetry and drama.
The pupils learn to develop reading skills, including how to infer and deduce meaning using evidence from a text. They begin to develop a critical awareness of the writer's craft, considering how writers convey characters, setting and mood through word choice and sentence construction. While pupils are introduced to essay writing and how to organise their analytical ideas in an academic format, they also have the opportunity to try to emulate different writers' styles in their own creative work.
The core writing skills of drafting and proofreading are developed. The pupils also focus on non-fiction speech writing, which is linked to the whole-school Public Speaking Competition, as well as a range of other forms of writing, such as blogging, reviews and formal letter writing. Key skills of grammar, punctuation and spelling are incorporated into every topic area and through our literacy programme.
Independent reading is actively encouraged. Research skills are also taught; pupils are shown how to use Contents and Index Pages to locate information and are taught how to
make effective notes. The pupils then use these skills to research topics relating to the context of the texts we are studying in class.
Pupils are taught to use spoken language as a tool for clarifying ideas. They are encouraged to ask pertinent questions and challenge ideas. Independent thought is valued highly and rewarded. There are many opportunities for group work, discussion and for individual presentations to the class.
Pupils in Year 7 are taught one lesson of Geography per week. The year starts off with an introduction to the different aspects of Geography. This is followed
by the study and practise of mapwork and fieldwork skills, where pupils will undertake a mini geographical investigation. These are essential skills that will be developed through to GCSE and A-level, as well as being transferable to other subjects.
In the Spring Term, pupils study river landscapes and flooding. They will also learn how people manage to live with the constant threat of natural hazards, in the UK and in other countries. In the Summer Term, pupils will visit sites along the River Tillingbourne, investigating the downstream changes of a river. This will enhance their understanding of the UK's physical landscape. It will also allow them to further extend their research and fieldwork skills.
Pupils in Year 7 are also encouraged to take an interest in our ever changing world, by keeping up to date with current global affairs and geographical issues.
The topics for Year 7 are Medieval Realms from 1066 to about 1400, and the Renaissance in Italy. The aim is to introduce the pupils to an important period that few of them will have studied before.
The main focus is on English history. They will discover the significance of the Norman Conquest, the role of the King in Medieval England, the part played by the Church in people's lives, the Black Death and the Peasants' Revolt. We help them to develop sound historical knowledge and an understanding of significant events, ideas and concepts. Alongside the subject content, we also aim to develop the important skills of essay writing, using and interpreting sources, note-taking and participating in group work.
Each pupil completes two coursework assignments which count towards the summer exam. These are:
- An essay about William the Conqueror's success as King of England
- A source-based assignment about the reigns of Kings Henry II and John.
Project work about the Renaissance in Italy will allow each pupil to research and to present her findings in a lively way.
All pupils follow the Cambridge Latin Course, which not only develops an understanding of the language, but also provides cultural background and information about life in Pompeii in the 1st century AD. From the beginning, the pupils develop their understanding of Latin through translation of stories into English, comprehension practice and language exercises. We use a range of materials to supplement the excellent Unit 1 text, especially the invaluable Cambridge DVD with its video clips, Latin audio stories and language games.
The pupils enjoy a variety of lively activities during lesson time, all focused on promoting engagement with the storyline and developing the ability to translate accurately and fluently from Latin. At the same time, the course develops an understanding of the Romans and their Empire, with particular emphasis on aspects of life based on Pompeii.
In Year 7, pupils build on the concepts taught in their primary schools and follow a scheme of work broadly similar to the Key Stage 3 National Curriculum. One of the priorities for this year is for pupils to develop a correct intuition about how numbers behave; the importance of a sound understanding of concepts such as fractions and negative numbers as a foundation for their future study of Mathematics cannot be overestimated. As a result, assessments in Year 7 are mostly taken without the aid of a calculator. The efficient use of a scientific calculator is taught explicitly in Year 7 lessons, however, and pupils take a calculator assessment in the Summer Term.
Pupils are placed in teaching sets when they start in September. The assignment of these sets is informed by their performance in the Entrance Exam. As well as the exam in the Summer Term, there are further common, formal assessments during the year that allowan individual's progress to be compared to the rest of the year group. Should it become
apparent that a pupil would be better suited to the pace and rigour of a different set, her teacher may recommend that she move sets. As all sets follow the same curriculum and are prepared for the same assessments, this can be done with minimal disruption. Following each of these tests, pupils are given an evaluation sheet which identifies questions in which they performed well and areas of the subject that require more attention. There are many suggestions for exercises to complete should a pupil have found a particular topic area difficult in the test.
Although pupils are set by attainment, there is nonetheless a variety of levels of confidence and attainment within each class. Teachers plan carefully to ensure that all pupils are offered the right level of support and challenge during the lesson to ensure that every member of the class progresses. Lessons offer many opportunities for problem-solving.
The Mathematics Department offers several weekly drop-in Mathematics Clinics for any pupil who wishes to attend, and this is particularly helpful if a homework task has proved difficult. The timetable for this is completed in the early weeks of the Autumn Term, and ensures that pupils have a choice of lunchtime and after school slots in which to attend.
The Year 7 curriculum is designed to give pupils a 'taste' of each of the three modern foreign languages available: French, German and Spanish. In the Spring Term of Year 7, pupils are invited to select two languages from French, German, Spanish and Latin which they will continue to study in Year 8. No prior knowledge of any of the languages is assumed at the start of the year, although some pupils may already have studied French for a number of years and some may previously have studied Spanish or German.
Individual lessons are differentiated to challenge and support pupils at the appropriate level. Pupils who are native French, German or Spanish speakers will meet with the appropriate Head of Department in order to discuss language options for Year 8.
Pupils learn about a range of topics through a variety of fun exercises based on everyday life aimed at a Year 7 pupil's level of interest and experience. Functional language learnt includes meeting and greeting, talking about home, family and town, pets, events in the year such as birthdays and festivals, and school.
Much emphasis is placed on speaking and listening, and this is backed up with reading and writing tasks involving an introduction to the grammatical structures of each of the languages. We fully incorporate digital technologies to aid learning.
Pupils are invited to participate fully in an exciting range of activities during our 'European Week of Languages' in the Autumn Term and the MFL Department is delighted to host theatre visits, external visitors and a European breakfast as regular features during this wonderful multicultural celebration.
Year 7 have the opportunity to explore a vast array of music, both inside and outside the classroom. We have an exciting Key Stage 3 curriculum, delving into the three main musical disciplines of composition, performance, and listening and appraisal, where pupils develop their musicianship in five different projects across the year with one lesson per week.
This year heralds the launch of our exciting new Instrumental Programme, through which all pupils will study a woodwind instrument – either flute or clarinet – for a term with expert tuition from departmental, and Visiting Music Teachers. Further project topics include Keyboard Skills, Fanfare and Stomp! – there is something for everyone! Each topic develops an understanding of the way in which music is constructed, produced and influenced by time and place in the context of a particular style or genre.
The two main teaching rooms are fully-equipped music suites, each with 14 Mac mini computers and MIDI keyboards, providing access to the latest music software, including 'GarageBand' and 'Sibelius'; pupils use both software packages to prepare well in advance for Key Stage 4. The Music Department also boasts a full set of ukuleles, five 'JamHubs', breakout practice rooms, samba instruments and African djembes, alongside a number of other exciting ‘world' instruments.
Out of the classroom, our pupils can attend individual instrumental and singing lessons, co-curricular ensembles (which rehearse at lunchtime and after School each day) as well as concerts, trips, recitals and competitions, which take place both in School and at external venues.
Every pupil in Year 7 is encouraged to participate in the co-curricular musical life of the School by joining the many intermediate groups, such as Intermediate Choir, Green & Silver Concert Band and numerous other instrumental ensembles of differing ability, size and discipline that all perform a wide variety of music. The Music Department values the multi-faceted talents of all pupils and welcomes them to explore their musicianship throughout their school career in a range of contexts and experiences.
In Year 7 Philosophy and Religious Studies lessons, we introduce pupils to 'ultimate questions'. These are questions for which the answers are uncertain, debatable and of the greatest importance to us all, such as the question of God's existence. The aim is for the pupils to realise just how important PRS issues are, and to appreciate that tolerance and mutual respect are essential if the subject is to be studied successfully. We discuss how pupils should react when they encounter beliefs different from their own, and practise engaging in intellectual debate.
Thus, a valuable grounding is provided for when we go on to examine the Islamic and Hindu religions in the Spring and Summer Terms respectively. The pupils also take a trip to a local mosque in the Spring Term to enhance their learning about Islam.
The relevant assessment objectives for Philosophy and Religious Studies in Year 7 include knowledge and understanding of key religious concepts, the ability to put forward one's own opinion, supported by reasoned argument, and the ability to evaluate different responses to religious and philosophical issues.
During the first few games lessons, most pupils partake in some basic generic testing, as well as an Inter-House Cross-Country Race. The Inter-House Cross-Country Race will take place on the first Friday of Year 7 games afternoon. From the tests, pupils are then set into one of three pathways: either a Competitive Performer, an Artistic Performer or an All Rounder. The options of sports they cover are very similar, but the length of time the pupils participate in these activities may differ.
The main aim of this is to ensure we are helping the pupils develop in their areas of strength, but also offering a varied programme. We have eight main sports at the School: our ‘Super Eight' are cricket, football, gymnastics, hockey, netball, rowing, skiing and tennis. Skiing and athletics are offered outside curriculum time. Rowing is introduced as an option in Year 8 as pupils become more physically developed.
Additionally, the PE Department runs many co-curricular clubs and offers Year 7 pupils the opportunity to be involved in matches against other schools and fitness and pre-season training. Every pupil is provided with a booklet that outlines the arrangements and opportunities for co-curricular sport at Surbiton High School in September.
Throughout the year, the pupils have the opportunity to compete in several sporting House events. These include CrossCountry, Hockey, Indoor Rowing, Netball and Sports Day. All information pertaining to fixtures and training can be found on our school website or by visiting www.surbitonhighsport.com.
The site gives information such as fixtures for the year for each team and year group in every sport. Pupils and parents can view team sheets to obtain information about fixtures they are involved in. This is the predominant method of communication as we encourage pupils to organise themselves and take responsibility for checking the fixture programme and team sheets in advance for any sport they participate or compete in
All Science lessons at Surbiton High School are taught as three separate disciplines: Biology, Chemistry and Physics. At Key Stage 3 (Years 7 and 8), the pupils have one lesson a week of each Science.
Our aim is to prepare the pupils for the new GCSE Science Specification and, as such, the content covered goes beyond the current National Curriculum framework for Key Stage 3. The objectives of the course are to foster a love of Biology, Chemistry and Physics rather than simply imparting factual knowledge, and to encourage pupils to make links to the wider world. Experimental techniques underpin the teaching of Science throughout the School, challenging the pupils to use observations, predictions, data analysis and critical thinking skills, enabling them to acquire the skills needed for future scientific applications.
The following topics are studied in Year 7:
Biology
- Cells, Tissues and Microscopy
- Human Reproduction and Health
- Plant Reproduction and Ecology
Chemistry
- Safety
- Particles
Separating Mixtures
- Acids and Alkalis
Physics
- Energy Stores and Transfers
- Forces
- Thermal Energy Transfers
The pupils are also offered the opportunity to participate in a wide range of clubs and activities to broaden their experiences, and during the Summer Term, the whole of Year
7 participate in a day of Biology fieldwork.
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