Ratcliffe-College-Key-Stage-3-Handbook-2016-2017

Handbook
for Students
Years 7 to 9
2016-2017

RATCLIFFE COLLEGE MISSION STATEMENT
“Learning and Growing in the light of the Gospel”
Purpose
With Christ at the centre of our learning community, we:
help young people to achieve their greatest potential;
guide their intellectual growth , nurture their God-given talents, and
inspire them to live in service of others;
aim to develop honest, confident, responsible and compassionate members
of society, based on the educational values of Blessed Antonio Rosmini.
We are a Roman Catholic school. Welcoming and valuing all children because of
their innate dignity.
Our Core Rosminian Values
Legis Plenitudo Charitas: Love is the Fulfilment of the Law.
Our community recognises each individual as a unique part of God’s
creation, nurtures in each a sense of dignity and self-worth, and fosters
supportive and caring relationships.
Rosminian Education pursues the perfection of both human nature and
the human person.
Our students’ intellect and talents are formed by a broad and balanced
curriculum, responsive to and supportive of students’ needs and
aspirations. Our students’ moral integrity is developed through the
teaching, celebration and the living of Christian faith.
Intellectual integrity leads us to the Truth.
God is the source of all truth.
Our staff are encouraged to poster intellectual curiosity, honesty and
achievement in their students and within themselves.
1

2

Index
Page No.
Ratcliffe College Mission Statement 1
Index 3
The Key Stage 3 Curriculum 6
Subjects 7
Homework 9
Prep Time 10
Times of School Day 11
Start and end of the day 12
School buses/ Safety in vehicles 13
Wearing of seatbelts in vehicles 14
Taxis 14
Safety relating to Ratcliffe College’s Access
and Proximity to a Public Highway (A46) 14
Absences and Lateness 15
School Meals 16
Lunch 16
Meal times 17
School Uniform 18
Pastoral Information 25
Pastoral Structure 26
School Listener 27
Student Listeners 27
Useful Telephone Numbers 27
Medical Matters 28
Assemblies and Masses 30
Guidelines for the use of the Chapel 31
School Houses 32
Behaviour and Discipline Rules 33
School Rules 35
Bounds 36
Drugs and Substance Misuse 37
Alcohol 39
Smoking 40
Bullying 43
If you are unhappy about something 45
How to express your views: 46
School Council / Boarding Council / Catering Committee
3

A Few More Things To Remember 47
Personal Relationships 47
Personal Property 47
Lockers 47
Electrical Safety 49
Mobile Phones 49
Laptop Computers 51
Lost Property 52
Computer Room Rules 53
Internet Rules and information 54
Guidelines for computer printers 58
Academic Information 61
Guidelines for presentation of work 62
Classroom Code of Practice 63
Equipment you will need 64
School Library 65
Your Teachers 66
Academic Subjects
Art 67
Classics (Latin) 70
Design and Technology 73
Drama 75
English 77
EAL 79
Food Technology 81
Geography 83
History 85
Information Communication Technology (ICT) 87
Mathematics 89
Modern Foreign Languages 91
Music 93
Religious Studies 95
Science 97
Sport 101
Personal, Social, Health & Citizenship Education 103
Careers Education & Guidance 105
Assessment Policy 106
Extra-Curricular Activities 111
Boarding at Racliffe 121
4

Years 7 to 9
at Ratcliffe College
This booklet is designed to give you information about what it is like being in
Years 7 to 9 at Ratcliffe College. Hopefully, it will answer many of your
questions but, if you have queries, please ask any member of staff and they will
point you in the direction of someone who can help. For those of you who are
Boarding students, you will also have a Boarding Handbook, which will outline all
of the routines you will need to know.
5

The Key Stage 3 Curriculum
The Key Stage 3 Curriculum is studied in Years 7 to 9. The Curriculum is all of
the subjects that make up your timetable. This Curriculum will change as you
move from Year 7 to Year 9. It will change again when you move into Year 10
(Key Stage 4), as you will have some choices to make regarding GCSE subjects.
Firstly let us consider what we are trying to achieve by the curriculum we
offer; these are called the aims.
Aims of the Key Stage 3 Curriculum
1 A curriculum that is broad
and balanced
This means you study a range
of subjects, and that within
the range there is a good mix
of languages, sciences, arts
and practical subjects.
This means that not
everyone will
necessarily do the
same number of
subjects.
2. A curriculum that offers
flexibility for students to
develop their individual
interests and abilities
3 A curriculum that provides the
opportunity to keep several
possible career pathways open.
You will experience
many subjects so that
you can have an array
of choice at GCSE (Key
Stage 4).
6

What subjects will I study?
Your Curriculum will change as you move through Key Stage 3.
However, there are CORE subjects that everyone has to study.
Subjects in Years 7 to 9
Religious Studies Art
English
Music
Mathematics
Drama
Science
Food Technology
French
Design & Technology
Geography
Information Communication Technology
History
Physical Education and Games
Personal Social Health and Citizenship Education (PSHCE)
Year 7 and 8 students will select two Languages from Latin, German,
French and Spanish. They will study these two languages until the
end of Year 9.
The current Year 9 students will continue to study French with one
other Language until the end of Year 9.
For some students, it is not appropriate to study so many languages,
so they might have learning support lessons or, if they are from
overseas, they might have ‘English as an Additional Language’ (EAL)
lessons instead of studying French.
In Year 9, you will commence I-GCSE Science and this will be studied as
three separate subjects (Biology, Chemistry and Physics). In Year 9 students
will also study Classical Civilisation.
From September 2016 all Year 9 students will undertake the European
Driving Licence (ECDL) Level 2 Qualification. This is the equivalent to a
GCSE and will be completed by the end of Year 9. It is designed to improve
digital literacy.
7

The Curriculum
How much time will I spend on each subject?
At Ratcliffe College we have a two-week timetable. Each day is divided into 6
lessons (see later for times of the day); this means that in two weeks there will
be 60 lessons in total. Your timetable for Week 1 will be different from Week
2, so you have to remember which week is which! If in doubt you can refer to
your planner.
Below is a table showing all of the subjects taught in Years 7 to 9 and the
number of lessons for each subject in a fortnight.
Subject
Year 7
Year 7
No of lessons
Subject
Year 8
Year 8
No of
lessons
Year 9
No of lessons
Subject
Year 9
English 8 English 8 English 7
Mathematics 8 Mathematics 8 Mathematics 8
Biology 3
Science 6 Science 6 Chemistry 3
Physics 3
Religious
5 Religious
5 Religious Studies 5
Studies
Studies
History 3 History 3 History 2
Geography 3 Geography 3 Geography 2
Classic Civ 0 Classic Civ 0 Classic Civ 2
Art 2 Art 2 Art 2
Games/PE 7 Games/PE 7 Games/PE 5
Lang Option 1
Lang Option 1
Lang Option 1
4
4
(French
or
EAL)
4
Lang Option 2
Lang Option 2
Lang Option 2
4
4
(German
Spanish
Latin or
4
Learning
Support)
Music 2 Music 2 Music 2
Drama 2 Drama 2 Drama 2
Design &
2 Design &
2 Design &
2
Technology
Technology
Technology
Food
2 Food
2 Food Technology 2
Technology
Technology
ICT 2 ICT 2 ICT 2
Total 60 60 60
PSHCE
1 lesson per fortnight taught on a rotational basis
8

How much homework will I get?
At the beginning of the school year you will be given a Prep (Homework)
timetable, which lists the subjects that you will have prep from on each day.
The amount of prep that is set depends on the Year Group that you are in.
Typically though, we would expect you to have:
Years 7 & 8 - 2-3 subject preps lasting 25 to 30 minutes each will be
set daily (4 subjects on a Friday)
Those of you who remain for supervised prep
should be able to complete virtually all of this
work before you leave. You should also have a
reading book available in case you complete
your homework before the end of prep.
Year 9 - 2-3 subject preps lasting about 30 minutes each will be
set daily (4 on Fridays)
Again those students remaining after school for
supervised prep should be able to complete most
of this work before leaving. You should also
have a reading book available in case you
complete your homework before the end of
prep.
9

Where do I go at prep time?
Prep is in the hexagon blocks. Whichever block you are allocated, make sure you
are there promptly at 4.40pm and that you have the necessary books and
materials with you.
• Years 7, 8 and 9 students have prep in either the Mathematics,
Geography or Languages hexagons. There will be laptop computers
available and a printer. CR1 and CR2 will also be available.
It is expected that you will work quietly and effectively and it is not acceptable
to disturb other students or to disrupt prep. Staying for prep therefore, has to
be viewed as a privilege and the school reserves the right to suspend this
privilege.
During prep time you can sign out to go to the library to borrow a book or to the
Music Department (at certain times only with permission from the Director of
Music). If you are late for prep for no reason or you deliberately not attend you
should expect to serve a School sanction. If you are involved in an activity after
school then it will not be possible to complete prep at school. Prep will need to
be completed at home in the evening.
What are our expectations about Homework?
Our expectations are as follows:
• Homework should always be completed on time and to the
best of your ability.
• It is sometimes useful to get parents (or older brothers and
sisters) to help, but always make sure that your homework is
your own work.
• Resist the temptation to copy information from the internet
too. If you are caught plagiarising your work you are likely to
serve a detention on a Saturday.
• Always write the homework tasks set in your planner. To
make the best use of your planner, you need to keep all the
sections up to date.
Always write in the dates prep
is due; it is good practice, and
helps you to prioritise.
10

What are the times of the School Day?
School Hours
‘Day students’ must not arrive before 8.00am
Students to be at school by
8.20am
Registration:
8.25am
Lessons Mon-Fri:
9.05am to 4.10pm
Prep/Activities:
4.40pm to 6.10pm
Saturday morning or afternoon sporting fixtures for those
selected.
This is
important,
as there
will not be
any staff
to
supervise
you before
8.00am.
Daily timetable
5 mins
for quick
move to
next
lesson
Registration/Assembly
Lesson Change
Lesson 1
Lesson Change
Lesson 2
Break
Lesson 3
Lesson Change
Lesson 4
Lunch
Lesson 5
Lesson Change
Lesson 6
Tea
Prep
8.25 – 9.00am
9.00 – 9.05am
9.05 – 10.00am
10.00 – 10.05am
10.05 – 11.00am
11.00 – 11.20am
11.20 – 12.15pm
12.15 – 12.20pm
12.20 – 1.15pm
1.15 – 2.15pm
2.15 – 3.10pm
3.10 – 3.15pm
3.15 – 4.10pm
4.10 – 4.40pm
4.40 – 6.10pm
You don’t have
to stay at
school for
prep.
11

What should I do when I arrive at school?
Year 7 tutor bases are in the Geography Hexagon, M4, L4, L5, E1 and E4. Year 8
tutor bases are in Food Technology, H1, P1, Drama Studio and General Sceinec.
Year 9 tutor bases are in L1, EAL2, E6, G1 and Sports Science. Year group area
outside the main school building and will be opened and supervised for Year 7
from 8.00am onwards. Students in other Years may wait inside the main school
building, prior to registration.
What happens at the end of the school day?
The school buses leave at 6.20pm, but your parents may pick you up between
4.10-4.40pm if you are not staying for prep/activities.
If you are staying for prep then you should go to your prep centre at 4.40pm
where you will be registered.
Students may also be collected at 5.20pm, from the waiting/dropping off
area (opposite the tennis courts) when there is a short break in prep.
Make sure you wait for your parents in the marked pedestrian areas or
pavements. NEVER wait for your parents on the back lane (by the barrier
and Year 7 block); or in the Sixth Form car park it is not a safe area!!
Important!
Make sure you
tell your
parents where
to collect you
from
If you are being picked up at any other time during
prep, your parents MUST go to the prep area (see
section on Homework for details of locations) to
collect you as we do not allow students to leave
prep at times other than 5.20pm for reasons of
safety.
Ideally, in order to ensure a quiet study area, we would
like your parents to collect you, at either 4.40pm or
during the 5.20pm break.
IMPORTANT!
What if my parents are
supposed to collect me at
4.40pm and they are late?
Go to the prep centre and
your parents will collect you
from there.
12

What about school buses?
The following section outlines the School Bus services we operate. In case of
emergency, students who usually travel home in parents’ cars may be issued with
a one-day pass to use school buses instead. This pass is available from Mrs
Hardingham during office hours; students should ask at Reception to see her.
School Bus Routes and Information
At Ratcliffe, we are fortunate to have an effective and safe bus service. This is
essential to the School and therefore, we are happy to subsidise this service to
keep costs down for parents. All students may use this service provided that
they have parental consent, are able to get on and off the coach as well as put
on and take off the seatbelts, by themselves. The coaches only have a driver
and the College does not provide staff to travel to assist supervision.
For further details of
school transport, routes,
and costs, your parents
should contact the
Director of Finance.
The School will issue a bus pass before
the first day of term for those students
whose parents applied. (The issue of a
bus pass forms a contract between School
and your parent.)
In order to provide a safe and efficient service:
The bus driver will not allow any student without a valid pass to board
a bus.
School rules apply on the buses and any student who misbehaves will
be subject to School discipline. If necessary, the College will suspend
the student’s right to travel on the service for a period of time, or
indefinitely – without return of all or any part of the charge.
There is no initial charge for the bus pass, but if a pass has to be reissued,
there will be an administration charge of £5.
Students must use the safety belts provided and remain seated
whilst the bus is in transit.
Occasionally parents whose children do not have a bus pass may wish
them to use the School buses. A one-way permission can be purchased
from the Senior School Reception during office hours. In an
emergency though, this pass can be obtained from Mrs Hardingham
(ask at the Senior School Reception) without prior payment or by
seeing the senior member of staff on duty after 5pm.
13

Wearing of seatbelts in vehicles
The law states that all passengers must wear seatbelts on all
journeys, in both the front seats and the rear. The school
therefore insists that seatbelts must be worn at all times by
all staff and students in cars (including taxis), minibuses and
coaches. The school uses Woods Coaches and Ausden Clark
for almost all of its coach hire, including the school buses in the morning and
evening. We have asked Woods and Ausden Clark to make sure that all their
drivers are aware of the school’s policy. Parents are asked to reinforce this
message about the use of seatbelts to students so that we can continue to
ensure the safety of all students when they travel in vehicles.
Taxis
For boarders, or for day students in exceptional circumstances, it may be
necessary for a student to travel by taxi. A local taxi company, Blueline Taxis is
used for all journeys by students that start from the school. Taxis are booked
through, Mrs S Patel or Mrs H Grant. Blueline’s drivers have all undergone
appropriate police checks. Parents should note that the school cannot guarantee
that other taxi companies have completed these checks and we therefore
recommend that students use Blueline wherever possible. We ask parents to
reinforce this message to all students.
Safety relating to Ratcliffe College’s Access and Proximity to a
Public Highway (A46)
At the school’s main entrance there is a public footpath crossing the very busy
and dangerous A46 dual carriageway trunk road. In the light of the school’s
strong recommendation for travel to and from school, there should be no need
for any students to be near this road on foot.
14

What happens if I am late to school?
Hopefully, you will always be on time for school. Punctuality is a very important
quality to have. However, on occasions it may be unavoidable; perhaps you have a
dentist appointment early in the morning which means you come into school late.
In every case the procedure is the same. You must sign in at reception
immediately on arrival and then go straight to your Tutor period, lesson or to
assembly. It is really important for fire procedures that we know exactly who is
on the school site at any time. (Even your teachers have to sign in and out of
school during the day!)
What happens if I need to leave school early?
First of all, you must NEVER leave school without permission from a member
of staff.
If you have an appointment, you need to bring in a letter from your parents.
Give this to your Form Tutor or Head of Year. They will sign your planner
giving permission for you to leave. This must be shown to the office staff
when you sign out.
When it is time to leave, you must sign out at reception.
If you later return to school, you must sign in at reception.
If you are unwell, report to the Medical Centre. If you need to go home,
Medical Sister will contact your parents.
Unplanned absence
What happens if I am absent from school?
If you are ill (or delayed getting to school), your parents should telephone
the school (01509 817000) as soon as possible.
When you return to school you must bring in a note addressed to the Form
Tutor indicating the reasons for absence.
Planned absences
We ask your parents not to disturb your education by taking you out
of school during the term. In exceptional circumstances, if parents wish their
child to be away from school at any time during term, they should write/email to
the Headmaster well in advance to request leave of absence.
For brief absences for things such as dental appointments etc, the Head of
Year may give permission. Students must follow the procedures for signing in
and out.
15

What is lunch like?
This is a sample Lunchtime Menu
Starter
Homemade Chunky Vegetable Soup
Main Courses
Roast Turkey
Sage & Onion Stuffing
Lasagne
Roast Potatoes
Baton Carrots
Garlic & Herb Broccoli
Jacket Potatoes
Gravy
Vegetarian Option
Mediterranean Vegetable Tart
Vegetable Goulash
Pasta Bar
Sweet Chilli Chicken
Tuscan Bean
Milano Mushroom
Salad Bar
Roast Beef
Tuna Mayonnaise
Grated Cheese
Potato & Chive Salad
Prawn Cocktail
Ham Pasta Salad
Apple & Celery
Coleslaw
Tomatoes & Cucumber
Mixed Leaf Salad
Sweet
Apple Pie & Whipped Cream
Cheese & Biscuits
Fresh Fruit
School Meals and Food
All students receive a midday meal. We are able to cater for special diets or
vegetarians. Your parents should contact the Catering Manager, Graham Studd,
01509 817007, if you have any specific dietary requirements or if you are on a
special diet for medical reasons. Please also inform the Medical Department
and your Head of Year.
At tea time (4.10pm – 4.40pm), a drink and a snack is available for those of you
staying in school for prep and activities after school.
The Refectory Café sells tuck at breaktime and the Rosmini Sixth Form Centre
has a café on the ground floor, selling a range of drinks and snacks. The school
tries to ensure that a balanced range of products is available to pupils and we
have introduced 'healthy options' wherever possible. Drinking water machines
are located at various points around the school and the Refectory Café is open
at breaktime for pupils to have a drink of water if required.
16

Meal times:
There is a rota
system; each
year group gets
a chance of
going into lunch
first.
All students MUST attend lunch in the
refectory at the designated time and the
importance of healthy eating is stressed
through both academic subjects and in
the Personal Social Health and Citizenship
Education programme.
The lunch and supper (for Boarders)
menus are displayed outside the
refectory each morning.
Once you have collected your meal on a
tray (always remember to say please and
thank you) you go through to the dining
area, you can sit anywhere (except for
the table at the top, which is where the
teachers usually sit!)
We expect you to eat your food sensibly,
remembering your table manners.
When you have finished, please take your tray
to the trolleys at the end.
It is important to leave the table as tidily as
possible, as others will want to use the area.
Our
expectations
are really
just common
sense!
During the school day, sports kit should not be worn in the refectory.
You must always sit down when you are eating.
You are not allowed to take food out of the refectory.
Any misbehaviour in the Refectory is likely to lead to a School sanction.
At teatime there are no trays used, so it is really important that you take your
mug/glass and plate to the trolleys when you have finished.
17

School Uniform
Every item must be clearly marked with your name and Ratcliffe College (RC)
number. Name labels/embroidered initials must be clearly visible on games
shorts and shirts/skirts.
New Senior School Uniform
Senior School Boys
Charcoal Grey Trousers
Blue and white shirt
long & short sleeve
Sleeveless navy blue jumper, gold inlay
(Long sleeve option available)
Polywool navy blue blazer with crest,
edged with gold piping
Senior School Girls
Tartan Kilt
Blue & White revere blouse (no tie)
long & short sleeve
Sleeveless navy blue jumper, gold inlay
(Long sleeve option available)
Polywool fitted navy blazer with crest,
edged with gold piping
Blue background tie, with gold emblem
Black leather shoes
(not suede or patent)
Black or grey socks
Black leather flat shoes (Years 7-9),
with a maximum 4cm heel (Years 9-10).
(not suede or patent)
Navy blue tights
Senior School Uniform Items for Boys & Girls
Navy blue school scarf, collegiate style
For details of the
School Outfitters see
later.
18

Both Boys and Girls (Sports)
Senior School Sports Uniform
Senior School Sports Boys
(referred to as “Mens” for ease of sizing)
Mens’ Reversible Rugby Jersey
Mens’ Blitz Rugby Shorts
Mens’ PE Shorts
Mens’ White Playing Shirt
Mens’ Pro Socks
Mens’ MidLayer
Mens’ Navy Crew Neck PlayerLayer Top
Mens’ WeatherLayer Jacket
Mens’ TrainaLayer Bottoms
Senior School Sports Girls
(referred to as “Womens” for ease of sizing)
Womens’ Navy Playing Shirt
Womens’ Navy Skort
Womens’ PE Shorts
Womens’ White Playing Shirt
Womens’ Pro Socks
Womens’ MidLayer
Womens’ Navy Crew Neck PlayerLayer Top
Womens’ WeatherLayer Jacket
Womens’ TrainaLayer Bottoms
Mens’ Swimming Shorts
1 pair of rugby/football boots
(approved safety studs only)
Womens’ Swimming Costume
2 pairs white ankle socks 2 pairs white ankle socks
Mens’ Baselayer Shorts
Womens’ Baselayer Shorts
Mens’ PlayerLayer Leggings
Womens’ PlayerLayer Leggings
Optional items for Senior School pupils
(these will all be in navy):
Optional items for the Summer term
Mens’ White Crew Neck PlayerLayer Top L/S
Womens’ White Crew Neck PlayerLayer Top L/S
Womens’ White PlayerLayer Skort
19

Senior School Sports items for both Boys & Girls
1 pair outdoor trainers
1 pair astro trainers (team players must have them)
1 pair indoor trainers (not baseball/basketball boots)
1 tennis racket (summer term)
1 hockey stick
1 School bag (maximum length 18”)
1 sports bag purchased from SchoolBlazer
1 pair shin pads
1 mouth guard (hockey & rugby) - all pupils must have a mouth guard;
the School recommends O-Pro
1 swimming cap - available from School Shop
1 pair swimming goggles - available from School Shop
White cricket trousers and a white cricket shirt are required
by all cricket team players (summer term)
Tennis whites are required for all team players (summer term)
Uniform
Appearance of students – We consider the appearance of students to be of
the highest importance. This is not just a matter of wearing the correct
uniform; we expect uniform to be always clean and tidy. Extremes of fashion
are not allowed.
Everyday Wear should be:
For Boys - white shirt, school or house tie,
sleeveless navy blue jumper, charcoal grey trousers,
Shirt should
be tucked
in!!
school blazer.
For Girls – white and blue revere blouse, tartan kilt,
sleeveless navy blue jumper, school blazer. Girls’ Kilt
Length - Girls’ kilts must be ON the knee and not
above it. Ideally the kilt should sit ON the hips
…..and top buttons and ties
must be done up boys!
20

Jewellery: girls with pierced ears may wear plain studs or sleepers (one pair only
in the lobes). No bright colours, large discs or oversized earrings are permitted.
A watch, one ring and a necklace (to be worn out of sight) are allowed. Bracelets
may not be worn, with the exception of one plastic charity bracelet or
equivalent. Any jewellery brought into the School is at the owner's risk.
Jewellery worn as a result of body piercing, other than that listed above, is not
permitted at any time. Jewellery must be removed for all sports lessons and
fixtures. Students are not permitted to have tattoos (permanent or
temporary).
Make-up must not be worn by girls in Years 7-11 when in uniform. Light make-up
may be worn by girls in the Sixth Form (Years 12 and 13) when in uniform if they
wish.
Hair must be clean, tidy, neatly cut and must be its natural colour, not dyed or
highlighted. All hairstyles must be reasonable and hair must appear brushed or
combed. Spiked or back-combed hairstyles are not appropriate for School.
Girls’ from Nursery to Year 11 hair must be tied back in a ponytail with a hair
band not a clip. Hair accessories need to be discrete and navy blue in colour.
Flowers, bows or large clips are not permitted. Boys’ hair must not be too long –
as a general guideline, it should be no longer than collar length and out of the
eyes – nor must it be too short. Boys must be clean shaven. Hair should be of
the same length and there should not be a significant difference in the length
/style of hair e.g. very long on top and shaved at the side or back. The minimum
length for boys’ hair is grade 4. Pupils who attend School with dyed hair or a
hair cut that is deemed inappropriate may be sent home from School. They
will be asked to have the colour or style of their hair adjusted by a
hairdresser before returning to school.
Girls in the Nursery to Year 9 must wear flat shoes. Girls in Years 10-11 may
wear a 4 cm heel but not a stiletto. Girls in the Sixth Form may wear a 7 cm
heel but not a stiletto.
Weekend Dress (for Sunday Mass, School fixtures and formal occasions):
School uniform.
What happens when the weather is really hot?
When the weather is really hot, we have what is called SHORT
SLEEVE ORDER. This means:
You need not wear your blazer or tie.
Long sleeves on your shirt may be neatly rolled up.
Shoes and all other items of clothing must conform to usual
21

uniform regulations.
Full uniform must continue to be worn for whole school assemblies.
How will I know when Short Sleeve Order applies?
This information will be given to you by your Form Tutor on a daily basis. Each
morning a decision is made by the Senior Deputy Head. He then informs
teachers, who then will tell you.
You are not allowed just to adopt short sleeve
order as soon as the sun shines!
However, during a lesson if you are hot, you may ask permission to remove your
blazer. At the end of the lesson though, you must put your blazer back on!
At break times and lunchtimes when you are playing outside, you are allowed to
remove your blazer.
Where do we buy uniform?
School Outfitters
School Uniform
SchoolBlazer
www.schoolblazer.com
Tel: 0333 7000 703
E-mail: customerservice@schoolblazer.com
School Sports Kit
PlayLayer
PlayerLayer Ltd
17 Musters Road,
West Bridgford
NottinamNG2 7PP
www.playerlayer.com
Tel: 0115 9817363
Hockey
equipment sale
There will be a hockey equipment sale at school on
Thursday 8 th September at 4.10pm. Sticks, shin
pads and other accessories can be bought at this time.
Also on Thursday 8 th September, O-Pro will come into
school to take impressions for mouth guards at 1.15pm.
22

Where can you eat and drink in school?
You can obviously eat and drink in the refectory at break time, lunchtime, and at
teatimes.
However, you must not walk around eating
or drinking inside the school building.
Outside, you must never walk or run around whilst you are eating and drinking.
You must be particularly careful if you are eating a lollipop with a stick in your
mouth, or drinking from a bottle or can.
You must be
careful.
Just use your
common sense!
23

24

Pastoral Information
This next section tells you about the Pastoral structure and about some of the
people in school who look after you outside of lessons. It also gives you
information about assemblies and school Masses. The school rules are also
contained in this section, in addition to information about some of the important
school policies. Don’t forget though, if you have any queries about the Pastoral
life of the school, you can always ask your Form Tutor or Head of Year.
Remember these from our Mission
Statement
To create a community which recognises
each individual as a unique part of God’s
creation, nurtures in each a sense of
dignity and self-worth and fosters
supportive and caring relationships.
To help our pupils develop their God-given
gifts and talents:
spiritual and social;
intellectual and emotional;
aesthetic and physical
25

What is the Pastoral structure like?
Pastoral Organisation
Every student is allocated to a Form Tutor with whom they will register twice a
day. Your Form Tutor is the first person to whom you would turn for help and
advice. The Form Tutor has the responsibility for overseeing the welfare,
behaviour and academic progress of students in their tutor groups.
Each Year group is led by a Head of Year. The Head of Year has overall
responsibility for the students in that year. The Senior Deputy Head , Mr
Reddin, co-ordinates the work of the pastoral staff.
To ensure consistency, if your parents have a query or a need to pass on
information, they are asked to contact the Form Tutor, who will forward the
relevant information to the Head of Year or the Senior Deputy Head as
necessary. Parents of boarding students may also contact the Boys’
Housemaster, Mr Gilchrist or the Girls’ Housemistress, Mrs Leite.
The table below outlines the Head of Year and the Form Tutors for the
academic year starting in September 2016.
Year Head of Year Tutors
7 Mr S Thorpe Miss Casas-Ojeda- Languages
Miss R Doig – ICT and Media Studies
Mr J Imrie - EAL
Mr A Nott – Biology and Physics
Mrs Y O’Connor – Religious Studies
Mr P Rodgers – Design & Technology
Miss A Stafford – Physical Education
8 Mr E Woodcock Mrs K Burton – Head of Food Technology
Mr J Cantrill – Head of History
Mr A Dziemianko - Geography
Miss J Monk – Drama
Miss C Papadopoulou – Physical Education
and Geography
9 Dr S Standen Mrs S Beddoes – Languages
Mrs C Caven-Henrys – Head of Drama
Mrs J Davis – Assistant Head Academic
Mr M Lambert – Head of Geography
Mrs A Taylor – Head of Academic PE
26

Sometimes I just want to talk to a grown up who isn’t a Parent
or a Teacher, is there anyone else I can contact at School?
School Listener
We encourage students to feel free to talk to any member of staff with whom
they feel most able to do so, but there may be times when a student would
prefer to talk to someone outside of school. The School Listener is Dr
Sheelagh Bolt and she visits the school every Tuesday lunchtime between 1.15pm
and 2.00pm; she is based in the School Listener room situated on St Richard’s
corridor beyond the Religious Studies department.
Ratcliffe College Listeners in association with the Samaritans
A team of Student Listeners, students in Year 13, will provide an additional line
of communication for any students in Year 7 and above who would like to talk
about concerns they might have. Most of the time, students are happy to discuss
these with a parent, teacher or other responsible adult. Sometimes, however,
they might be hesitant to do so, preferring to speak with another student
instead.
This scheme will not in any way diminish the pastoral responsibility of teachers;
on the contrary, insofar as problems might be identified and dealt with more
quickly, this should improve the overall standard of our pastoral care. The
Student Listeners have a private room on St Richard’s corridor beyond the
Religious Studies department.
Other Useful Telephone Numbers
The following telephone numbers are also posted around the school in case any
student wishes to make use of them:
Childline 0800 1111
Social Services 0116 253 1191
Ofsted 08456 404045
Drug Helpline (11-19 yr olds) 0800 776600
Alcohol Helpline (11-18 yr olds) – New Direction 0116 222 9559
Eating Disorders Association – Youthline - BEAT 08456 3476560
Samaritans 08457 909090
Bereavement care - youthline 0808 8081677
27

Who is in the Medical Department?
School Medical Officer (School Doctor):
Dr T R Jennings, MB, BS, MRCGP,
DRCOG
Sisters: Debra Warburton, RGN
Their job is primarily to monitor
the health and welfare of boarders,
but they will treat day students in
an emergency. Routine medical
matters for day students should be
dealt with by your own GP.
Ratcliffe’s School Doctor is Dr Jennings. His main surgery is in Syston, but he
visits the school on Tuesday and Friday mornings at 10.00am. The consultations
are primarily for boarders, but in an emergency the doctor will also treat day
students.
Appointments though,
are made through
Sister!
What happens if I feel unwell at school?
During a lesson:
If you feel unwell in a lesson, then you should tell your teacher straightaway. If
you are feeling really poorly, your teacher may ask one of the Medical Sisters to
come to the classroom to see you. A friend may sometimes be allowed to
accompany you to the Medical Centre. If at all possible though, it is better to
go to see Sister at a breaktimes or lunchtimes. Leaving a lesson to go to the
Medical Department should really be a last resort.
Out of lessons:
If you feel unwell and you are not in a lesson, then you should report to Sister in
the Medical Department. (If you are feeling really poorly, ask a friend to go with
you.) If you are too poorly to remain in school, Sister will contact your parents
and arrange for you to be collected. You must never leave the
School Campus without the permission of a member of staff.
28

What should I do if I need to be excused from Games?
Parents of day students must send a letter to the Medical Department via the
Form Tutor if they wish their child to be excused from games. If a day student
is receiving medical treatment or has any after effects from an illness, parents
are asked to inform the Medical Department in writing, which can monitor the
student’s health as necessary.
For boarders, the Housemaster/Housemistress will notify the Medical
Department who will then write a note to the Director of Sport.
When is Sister on Duty?
The Medical Centre is staffed by the nursing sisters on a rota basis at the
times shown: Monday – Friday, 8.00am-7.30pm, on Saturdays at times to
coincide with sports fixtures and ‘on-call’ outside these times.
Vaccinations
Vaccinations are available for both boarders and day students. The Medical
Officer (Dr Jennings) strongly advises students to have the influenza vaccine,
which is offered annually, as in a boarding school environment, infections spread
rapidly. The Medical Department will contact your parents annually for consent
to administer the influenza vaccine.
What should I do if I have to take medication?
All personal medication must be kept in the Medical Centre.
Boarders are not permitted to keep medicines of any kind in
their rooms. The nursing staff are able to administer both
prescribed and non-prescribed medication and students who
have medication must not keep this with them (other than an
inhaler) but must hand it in to the nursing staff. Parents are
requested to bring the required medication in its original container, clearly
marked with your name on it, to the Medical Centre.
Always hand medicines in to
the Medical Department!
Make sure it is clearly
labelled with your name and
the dosage to be given.
29

When do we have Assemblies?
The Senior School meet in the church as a community twice each week, in the
Headmaster’s Assembly on a Monday and in the Chaplaincy Assembly on a
Friday. Students have a Year Group Assembly taken by the Head of Year
and/or tutor groups, and a House Assembly taken by the House Guardian on
alternate Wednesdays. On days when there is no assembly, Tuesdays and
Thursdays, you will remain in your tutor group and use the time for routine
administration. Your Form Tutor will spend some time each week checking your
student planner in addition to perhaps completing work from the Personal,
Social, Health and Citizenship Education programme.
When do we have School Mass?
Religious Services
Mass is celebrated each week in the Blessed Sacrament Chapel and all students,
parents and friends are welcome to attend. Throughout the academic year, the
whole school community celebrates important Liturgical Feast Days, which all
students are required to attend. Night Prayers takes place each evening for
boarders.
All students and
their families
are welcome to
attend.
Boarders who are in school at the weekend are
expected to attend Sunday Mass at 10.30am.
What else is involved in the liturgical life of the School?
In addition to School Masses, Assemblies, Night Prayer (for Boarders) there are
other things which allow you to participate in the liturgical life of the school and
which make our school special. Twice a year (during Advent and Lent) there are
days of Prayer and Reconciliation, which all students are encouraged to attend.
The school Lay Chaplain, Mr Michel, may be approached at any time for guidance,
or just for a chat (Mr Michel is based in the Chaplaincy room which is in the
Church.) You could join a Chaplaincy Group; these are Year Group based who
assist the Chaplaincy Team and who meet on a regular basis. We encourage
students to use the Peace Garden (next to the church) during break time and
lunchtime as an area for quiet meditation. Chaplaincy activities include the
Gentili Society (an ethical debate group), St Vincent de Paul (SVP) group and the
Pope Francis Award.
30

Guidelines for the use of the Chapel
The Chapel is a “Catholic Church”, having been consecrated by the Bishop for
the purpose of Catholic worship, the administration of the sacraments, and
collective and private prayer. The use of the Chapel is regulated by Canon Law.
The Rosminian Fathers are responsible for the Chapel. These guidelines are
meant to encourage students to see the Chapel as an important point of
reference for their life of prayer.
1. The most sacred areas of the Chapel are the Blessed Sacrament Chapel,
where the Body of Christ is permanently kept in the tabernacle, and the
sanctuary, where the main altar is. Catholics manifest their belief in the
real presence of Jesus in the tabernacle by genuflecting when entering
the Blessed Sacrament Chapel, and by bowing to the main altar when
entering the main Chapel. (Bowing to the main altar would not normally
happen when staff and students enter the Chapel for assembly.)
2. The Chapel is a House of Prayer and therefore, when staff and students
enter or leave the Chapel, they must do so respectfully. There should
also be silence inside the Chapel whilst waiting.
3. Any items required for assemblies, such as the screen for presentations,
computers, tables, benches, etc. must be set up and removed immediately
before and after their use. The Chapel is used for other religious
purposes and care must be taken to leave the Chapel as it was before its
use for Assembly.
4. Students and staff are welcome to use the Chapel at any time for private
moments of prayer. Groups of students, however, should not be in the
Chapel without supervision.
5. Students should not use the piano or the organ in the Chapel for
practising GCSE or A Level pieces, or for playing their own music without
prior permission from a member of staff. Boarders should be asked to do
their practice in the Music centre.
Like any other Catholic Parish Church, our Chapel is often used for important
services like weddings, funerals, and for the administration of the
sacraments of Baptism, Reconciliation, Confirmation, Eucharist, and
Anointing of the Sick. It is always a place where God’s presence is most
assured and tangible.
31

What are the School Houses?
There are four Houses, Arundel, De Lisle, Emery and Leetham for competition
purposes to which students are allocated when joining the school. Siblings (your
brothers and sisters) are usually placed in the same house and students
transferring from the Preparatory School will retain their House membership.
The Houses are named after people who have been significant individuals in the
school’s history. In the main corridor (near the Old Library) there is
information about each of these four Houses displayed on the wall – go and read
about your House!
The House notice board is situated on the wall at the end of the South corridor
(near to the Year 11 Locker Room). All of the details of the House competitions
and the points chart are displayed on this notice board.
Activities of an academic, sporting and artistic nature take place throughout the
school year. These all count towards House Competitions, which are awarded
annually.
These are good fun, so get
involved and earn points for
your house!
Last year Emery won the
House Competition
32

What are the rules about Behaviour and Discipline?
We believe that the effective functioning of our School can only be achieved by
developing a culture of co-operation and consideration. The Ratcliffe College
"special atmosphere" and ethos have been created through an approach of
combining firm discipline and high expectations with encouragement, praise and
motivation; this combination is essential in order that students and staff can
work together in a happy, positive environment.
We celebrate achievement
Every opportunity is therefore taken to reward both students’ achievement and
their good behaviour. This may be through direct praise from a subject teacher
or more formal recognition in a year group or school assembly. Students’ work is
celebrated through displays within subject areas and also around the school.
Students who achieve good Studies Grades or whose grades show significant
improvement, receive a congratulatory letter from the Academic Deputy Head.
At the school’s annual Prize Giving, Exhibition Day, students receive prizes for
achievement in academic subjects, for having consistently good effort grades
and for success in extra-curricular activities. Merit schemes operate
throughout Years 7-9. Students in Years 7, 8 and 9 can be awarded the
following in recognition of the Merits achieved:
First Certificate of Merit (20 Merits)
Second Certificate of Merit (30 Merits)
Merit Badge (50 Merits)
Merit Shield (70 Merits)
Merit ‘Super’ Shield (100 Merits)
£5 Amazon Voucher (150 Merits)
£10 Amazon Voucher (200 Merits)
Merits are awarded for
outstanding work, special
effort, service to others,
for representing the school
with distinction and for any
behaviour worthy of
commendation
33

Sanctions – When things go wrong:
We have a clear policy and strategy for dealing with discipline problems. In the
first instance a problem is dealt with by the subject teacher, he or she may wish
to ask for help and support from the Form Tutor and if necessary the
appropriate Head of Department. If the situation is regarded as more serious,
it will be referred to the Head of Year who may then involve the Senior Deputy
Head. Appropriate action will be taken and your parents will be informed as
necessary.
These help you to focus
on the things that need
improving.
This action may involve the student:
being given a Behaviour Point a slip to notify the Form Tutor about concerns
with a student, either inside or outside the classroom. This is recorded
electronically.
being placed on an Observation Report which identifies clear academic
targets and which is signed by teaching staff and monitored by your Form
Tutor and/or Head of Year.
being given a School detention by a subject teacher, Form Tutor or Head of
Year.
being placed on another report card, for example a Uniform/Appearance
Report.
being placed in a Saturday morning detention.
Your parents will be informed if you are placed on report and if you are
placed in a Saturday morning detention.
For more serious offences:
a student may be suspended from school by the Headmaster for a fixed
duration.
a student may be required by the Headmaster to leave the school.
However, whatever the nature of the offence,
it is important to remember that once the
punishment has been served, you move on.
i.e. You make a
fresh start!
34

What are the School Rules?
All organisations require some rules if they are to function properly. The rules
set out below follow from the principle that living in a community like ours
requires common sense, courtesy, and consideration for others. Therefore,
anything that contravenes safety, common sense, the law of the land and normal
civilised behaviour is automatically forbidden, as is any action that may harm the
good name of Ratcliffe College.
Any behaviour by a student, which might
jeopardise the good name of the school,
is considered to be a breach of the rules.
The following are specifically not allowed:
Theft of any kind or interfering with or damaging other people’s property
without their knowledge or consent;
The possession of medicines or drugs without permission;
The unauthorised possession or consumption of alcohol; or other
contraband substances, including drugs;
The possession of or smoking of cigarettes;
The possession of any weapon (offensive or otherwise), or replica-type
weapon, without school authorisation;
Gambling;
Sexual misconduct;
Public displays of affection;
Visiting a student of the opposite sex in a boarding house;
A motor car/cycle, or driving another member of the school, without
specific permission;
Riding a motorcycle or being a pillion passenger, without specific
permission;
Unauthorised absence from school, prep activities or leaving the school
campus without permission;
Bullying in any of its forms, including cyber-bullying;
Damage to the property and/or possessions of others or of the school;
Interference with the fixed installations of the school, electrical or
otherwise;
Interference with fire extinguishers (a fine of £100, as well as other
disciplinary measures, will be imposed on students who misuse a fire
extinguisher);
Music played at a volume that disturbs others;
Eating and drinking in the school corridors;
Misuse of mobile phones;
Chewing gum;
Breaking the School’s AUP;
Disrupting the learning of other students.
35

Can students go anywhere on the School Campus?
Areas of School that are Out of Bounds
Sixth Form areas and other designated Senior School areas, the
Preparatory School Building and the Nursery can only be visited by those
in the appropriate year groups, or with express permission from a member
of staff.
The classroom blocks, except during lesson and prep time, can only be
visited by those collecting something from their own locker room.
The following areas of the school are out of bounds:
The sports hall, swimming pool and surrounds, changing rooms, theatre,
music hall, drama workshops, all-weather pitches, track and tennis courts
except for staff supervised lessons and activities.
The woods and playing fields beyond the cricket nets and score box, the
Aerodrome buildings, and playing fields.
The area around the Maintenance Department and farm
The Rosmini House of Prayer (unless accompanied by a member or staff or
by arrangement).
The school cemetery.
All areas around private staff accommodation in the grounds and in the
main school building.
All roofs and fire escapes (except in cases of emergency when the alarm
sounds).
The front and back drives, except for access.
Boys must not visit the girls’ boarding house.
Girls must not visit the boys’ boarding house.
Day students must not visit either the girls’ or boys’ boarding houses, or
the boarders’ lounge.
Area at the front of school beyond the tree line towards the A46.
36

Drugs
The school considers that the use of drugs is likely to undermine a student’s
health, safety, independence, opportunities and respect for the law. The use of
drugs will also damage the integrity of the school community by exposing other
students to temptation and to the risk of criminal proceedings. We strongly and
actively discourage the use of drugs and a drugs ‘culture’.
A continuing and progressive programme of education about drugs is maintained
throughout the school, both as part of the PSHCE programme and as part of the
academic curriculum. The drugs education programme also provides students
with information about drugs, including their effects and dangers, and details of
the law concerning drugs.
The use or dealing of drugs by a student or students will bring the good name of
the School into disrepute. Therefore, the School’s Drug Policy also applies
beyond normal school hours and seeks to protect the good name of the School.
The school reserves the right to investigate any reported allegations of drug
use by a student outside of school. If upon further investigation the School
finds that a student has supplied or used or been in possession of drugs, in
accordance with the policy, that student must expect to be required to
leave the school immediately.
Solvent Abuse
Solvent abuse can take many forms. For the purposes of this policy, “solvent
abuse” includes any activity in which a student deliberately inhales fumes, which
have an intoxicating or sedative effect. The policy covers lighter fluid, glues and
other commercially available products, in addition to organic solvents and
products not usually on sale to the public.
A police
representative has
informed us that 1
in 4 first time
experiences of
solvent abuse prove
fatal.
Solvent abuse is generally not
illegal, though the attendant risks
can exceed those associated with
abuse of illegal drugs, alcohol and
tobacco.
37

As a school, we
believe that it is our
responsibility to do
all we reasonably can
to deter our
students from
participating in such
a potentially
dangerous activity.
The school brings the risks of solvent and
drug abuse to your attention in the
following ways:
1. As part of the structured PSHCE programme:
material appropriate to your age is presented
to you, with the opportunity for subsequent
discussions in tutor groups.
2. For students in Science classes: the broad
topic of harmful substances is raised several
times in Key Stage 2, 3 and 4 courses.
What will the school do in cases of solvent abuse?
In cases where students have taken part in solvent abuse the response from the
school seeks to meet three aims:
1. To provide a deterrent to the student and to others.
2. To persuade the student not to repeat the activity in the future.
3. To support the student in his /her efforts not to repeat the activity in the
future.
Action taken is as follows:
First offence Student suspended from the school, normally for two
days.
Discussion of the problem with parents.
Student counselled by medical staff.
Student placed on ‘social report’ for one week and warned
as to future conduct.
Subsequent
offences
As ‘First Offence’ with longer period of suspension or
requirement to leave the school, with a loss of fees
already paid.
38

The response to more serious cases would be as described in “subsequent
offences” in the table above and could involve an immediate requirement to leave
the school. Such cases would include any incident of a student supplying
solvents to others, or in other ways seeking to persuade others to abuse
solvents.
Alcohol
For older people (by that we mean people over the age of 18 years) drinking of
alcohol is a sociable and enjoyable part of our British culture and tradition.
However, the abuse of alcohol
can result in many problems in
our society, i.e. crime, violence
and accidents. The risks to health
posed by alcohol abuse have also
long been established.
There may also be a risk of addiction.
As a school, we believe that
it is our responsibility to do
all we reasonably can to
educate you about alcohol
and prevent you from
abusing it or becoming
addicted.
Consumption of alcohol, purchase and/or possession of alcohol by students is
therefore forbidden on the school campus, on school buses and on any school
trip or activity involving time spent away from the campus.
The school brings the risks of alcohol abuse to the attention of students in the
following ways:
For each year group, as part of the structured PSHCE
programme: material appropriate to age is presented
to students, with the opportunity for subsequent
discussions in tutor groups.
For students in Science classes: the topic is raised
several times in Key Stage 3 and 4 courses.
For all students: medical staff ensure that health
promotion posters concerning alcohol abuse are
prominently posted. Literature and other advice are
freely available to any student who seeks help via an
appointment with a doctor or member of the nursing
staff.
39

What happens in cases of alcohol abuse?
In cases where students are found to have purchased, or be in possession of, or
to have consumed alcohol, or where a student is found suffering from the
effects of alcohol abuse, the response from the school seeks to meet three
aims:
1. To provide a deterrent to the student and to others.
2. To persuade the student not to abuse alcohol in the future.
3. To support the student in his /her efforts not to abuse alcohol in the
future.
The procedure is as follows:
First offence
Second offence
Subsequent
offences
Student suspended from the school, normally for two
days.
Discussion of the problem with parents.
As ‘First Offence’ with longer period of suspension.
Parents invited in to discuss the problem, and to
suggest sources of help for the student.
Student counselled by medical staff.
As ‘Second Offence’ with longer period of suspension
or requirement to leave the school, with a loss of
fees already paid.
Those found in the company of drinkers will be treated as drinkers and thus
dealt with in the same way.
In cases where a student’s drinking results in a significant change in behaviour
and the safety of themselves, or other members of the school community is
jeopardised, this is viewed as an even more serious misdemeanour and immediate
requirement to leave the school may ensue.
Smoking or vaping
The risks to health posed by smoking tobacco have long been established. There
may also be an attendant risk of starting a fire. As a school, we believe that it is
our responsibility to do all we reasonably can to deter our students from
starting, or continuing, a potentially addictive habit. Smoking or the possession
of cigarettes or e-cigarettes by students is therefore forbidden on the
school campus, on school buses and on any school trip or activity involving
time spent away from the campus.
40

The school brings the risks of smoking to the attention of students in the
following ways:
For each year group, as part of the structured PSHCE
programme: material appropriate to age is presented
to students, with the opportunity for subsequent
discussions in tutor groups.
For students in Science classes: the topic is raised
several times in Key Stage 3 and 4 courses.
For all students: medical staff ensure that health
promotion posters concerning smoking are prominently
posted. Literature and other advice is freely available
to any student who seeks help via an appointment with
a doctor or member of the nursing staff.
41

What happens when students are caught smoking or vaping?
In cases where students are found smoking or in possession of cigarettes or e-
cigarettes the response from the school seeks to meet three aims:
1. To provide a deterrent to the student and to others.
2. To persuade the student not to smoke in the future.
3. To support the student in his/her efforts not to smoke in the future.
Action taken is as follows:
First offence
Second offence
Subsequent
offences
Letter home to inform parents.
Phone call to parents to discuss the problem, and to
suggest sources of help for the student.
Student put in Saturday detention.
Student suspended from school, generally for two
days.
Letter home to parents, stating that on return to
school the student will be places on observation report
for a week, and that any further infringement may
lead to exclusion from the school with a loss of fees
already paid.
As ‘Second offence’ with longer period of suspension
or requirement to leave the school, with a loss of fees
already paid.
In cases where a student’s smoking results in a significant risk of fire, the
health and safety of other members of the school community are jeopardised.
We view this as an even more serious misdemeanour and immediate suspension
from the school may ensue.
Those found in the company of smokers will be treated as smokers and thus
dealt with in the same way.
So if you are with smokers, even though
you are not smoking you will be treated
as if you were. Be aware!
42

What about bullying?
We believe that all
children have the
right to come to
school without the
fear of being bullied.
Although incidents of bullying do not
occur very often at Ratcliffe, it is vital
that all students feel safe and free from
harassment in the school environment. It
is equally important that students,
parents and staff feel secure in the
knowledge that any report of an incident
of bullying is treated with the utmost
seriousness by the school.
.
This is what we mean by bullying:
Bullying is behaviour by an individual or group, repeated over time, that
intentionally hurts another individual or group either physically or emotionally
(Preventing and Tackling Bullying). The main features of bullying are deliberate
aggression, unequal power relationships, behaviour which results in pain or
distress, bullying physical or emotional can cause psychological damage and even
suicide.
Although bullying is not a specific criminal offence, there are laws which apply
to harassment and threatening behaviour. Cyber-bullying can infringe criminal
laws including the Harrassment Act (1997) and the Communications Act (2003).
This is how we deal with incidences of bullying:
1. "Prevention is better than cure.” The various aspects of bullying are
addressed each year as part of the tutorial/PSHCE programme.
2. Anybody who has any concerns about bullying must talk to a member of
staff. Any member of staff will do - the problem must not be allowed to
continue.
The appropriate Head of Year will investigate any incident, take action as quickly
as possible and report back to the Senior Deputy Head, Mr Reddin, (who is also
the Designated Senior Lead for Child Protection), and the teaching staff.
All relevant parents/guardians will be informed about the incident and the action
taken. The school will keep full records of any incident.
Help us to stop bullying, report any
incidences of bullying to a member
of staff.
43

STUDENT ANTI-BULLYING POLICY
Our School does not tolerate bullying.
We aim to be a ‘bully free’ school.
We aim to be a ‘telling’ school.
We talk and learn about anti-bullying during PSHCE lessons,
assemblies and tutor time.
Are you being bullied?
Bullying is behaviour by an individual or group, repeated over time, that
intentionally hurts another individual or group either physically or emotionally
(Preventing and Tackling Bullying). The main features of bullying are deliberate
aggression, unequal power relationships, behaviour which results in pain or
distress, bullying physical or emotional can cause psychological damage and even
suicide. Bullying normally includes:
deliberate aggression;
unequal power relationships;
behaviour which results in pain or distress.
But Bullying may also include:
threats of violence, both verbal and non-verbal;
actual violence;
ignoring/ shunning others or deliberately trying to turn friends against
one another by spreading false rumours;
teasing, ridiculing, mimicking, sarcasm, name calling;
interfering with property or deliberately damaging another’s possessions
or work;
racially or sexually offensive remarks and/or behaviour;
offensive remarks about a physical or other disability;
intimidation or demanding money, material goods and/or favours through
force;
What Are the Signs of Bullying?
The following signs may indicate that you or a friend is being bullied.
suffer damage or loss to possessions;
struggling with school work;
reluctant to go to school;
reluctant to travel to and from school by bus, indicating problems during
the journey;
appear generally unhappy, moody and/or irritable;
visit the Medical Centre more frequently than usual.
Taken individually, the above may not be due to bullying, but a combination of
even some of these signs could be a reason to suspect it.
44

If I am being bullied or I know someone is, what can I do?
No matter what others say, IT IS OKAY TO TELL;
tell a friend who will pass the information on to an adult;
tell a prefect or monitor or Student Listener who will pass the
information on to an adult;
tell your teacher;
telephone ChildLine 0800 1111.
If you do this the bullying will STOP!
What happens to bullies?
Incidents of bullying when reported are taken seriously and are treated as
confidentially as possible.
Bullies will receive a sanction, such as a Saturday detention, and their
parents are informed;
Bullies are helped by the teachers to understand what they have done
wrong so they can try and change their behaviour in the future.
What happens if I am unhappy about something?
If you are unhappy about something you should talk to your Form Tutor in the
first instance to see if they can help and advise you. You can also speak to the
Heads of Year, Housemaster/Housemistress or Deputy Heads, in fact to any
member of staff.
If you want to complain about something more serious, then you would need to
follow the Student Complaint Procedure. All complaints will be taken seriously
and action will be taken to resolve the problem as soon as possible. If a
complaint cannot satisfactorily be resolved, a student should contact Mr Reddin,
Senior Deputy Head.
Don’t forget about the School Listener who
is always willing to talk to you.
45

What is the Student Complaint Procedure?
If a student has a suggestion, comment or complaint about an
aspect of his/her treatment at Ratcliffe then he/she should
speak to his/her Form Tutor in the first instance.
Alternatively, the student can speak to the Head of Year,
Housemaster/Housemistress or Deputy Heads, in fact to any
member of staff.
All complaints will be taken seriously and action taken to resolve the problem as
soon as possible. If a complaint cannot satisfactorily be resolved, a student can
contact Mr Reddin, Senior Deputy Head.
What opportunities are there for students to
express their views?
Students at Ratcliffe are given regular opportunities to express their views on
school matters. The School Council includes representatives from all years in the
Senior School. Students are chosen by their peers and they are encouraged to
submit items for the agenda.
The School Council is chaired by the Senior Deputy Head and attended by the
Director of Finance. A Food Committee meets once every half-term and is also
chaired by the Senior Deputy Head and is attended by the Catering Manager and
Head Chef. There is a separate Boarding Council which meets with the Assistant
Head and the Housemaster and Housemistress to discuss boarding matters.
There is also an Anti-Bullying Team, the Beyond, Bullying Committee (BBC).
Minutes of meetings are circulated and action is taken, wherever reasonably
possible to do so, in follow up to points made by students. The School Council
and the Boarding Council meetings are held monthly throughout the school year.
Make sure you have
your say!
46

A few more things to remember!
Personal Relationships
The school tries hard to promote and encourage friendly and positive
relationships between students because this is one of the keys to a civilised and
well-ordered community. The guiding principle on personal relationships for the
whole community must be respect for others at all times. This includes
respecting those who have different values and opinions. It also includes
behaving in a considerate manner that considers the feelings of all. For this
reason, excessive displays of affection, apart from normal greetings, are not
allowed. Sexual relationships between students are forbidden in any
circumstances. Students who overstep the boundaries will face serious
disciplinary action.
Personal Property
All personal property including clothing, shoes, sports kit, calculators, etc, must
be clearly marked with your name and RC number. Cloth label tapes on clothes
must be sew-in not iron-on. We do not advise the use of marker pens on clothing
items.
This is
really
important
!
Do not bring expensive items to school including mobile
phones. They are not covered under Ratcliffe’s insurance
and we cannot be held responsible for
loss,
damage or theft.
Lockers
A charge of £5 is made
to replace lost keys.
A locker is provided for all students, which have their own key. Students will be
informed at the start of the year whether or not a padlock is needed. Students
must take responsibility for their own locker and make sure that their
possessions are properly secured. A minimum charge of £5.00 will be made to
replace lost keys. Tutors will carry out locker inspections during the course of
the year to ensure that they are being used appropriately.
School bags, books and files should be safely stored in your son’s/daughter’s
locker and only the books required for each lesson or pair of lessons should be
carried with them. You are able to access your locker every day at times set out
below to re-organise. You have ample opportunity to organise your academic
books and files during the School day:-
47

Before School - 8.00 am to 8.20 am
Morning registration - 8.25 am - 9.00 am during tutor time or 8.45 am - 8.50 am
when there is not an assembly
Break time - 11.00 am - 11.20 am
Lunchtime - 1.15 pm - 2.15 pm
After School - 4.10 pm - 4.40 pm
Sports bags and bag racks
Students in Years 7 to 13 have been allocated bag racks both external and
internal, which they are to use on days that they have their sports bag in School
if their locker is full. Please can you remind your son/daughter that their sports
bag must be taken home every day and not left in School overnight. The School
cannot be held responsible for the safety and security of a bag left overnight at
School. Furthermore, sports kit may be needed to be washed or changed,
depending on what kit is required.
48

Electrical Safety
All electrical appliances in the school have to be annually tested for electrical
safety. If you bring your own appliances such as ‘laptop’ computers into school
and use the mains electricity supply, in order to fulfil our safety regulations all
appliances must either carry a PAT certificate or the appliances must have a
circuit breaker placed between them and the mains power outlet. Circuit
breakers can be obtained from any DIY outlet or electrical supplier. If you use
an electrical item that does not conform to the required safety standards then
it may be confiscated by a member of staff.
Mobile Phones
1. Students in the Nursery School and the Preparatory School may not bring a
mobile phone or electronic device into school.
2. Students in Years 7 and 8 may not have a mobile telephone/electronic
devices in school. The exception to this rule is that students who travel to
school by bus/coach may bring a mobile phone to school which must be left at
Reception each morning and collected at the end of the day. Students in
Years 7 and 8 who are boarders may have a mobile phone/electronic devices
in the boarding areas, which they may use during their own free time in
accordance with the boarding community guidelines. Should a parent need to
contact their son/daughter in an emergency during the school day, they can
contact main school reception and leave a message which will be passed to
their son/daughter via the Tutor. Students will also be notified that they
have a message via the television screens around school and will be asked to
report to reception at break time or lunch time to collect their message.
Equally, in the unlikely event that your son/daughter needs to contact home
during the day, they can request to use the telephone in the main school
office.
Students may bring phones/electronic devices into school on
Saturdays when involved in school fixtures.
3. For students in Years 9 and10, it is not necessary to have a mobile phone or
electronic device in school, and for this reason, we do not recommend that
students bring them into school. If, however, students in Years 9 and10 bring
mobile phones and electronic devices into school, they must be turned off
and kept in lockers during the School day, which includes lesson time and
extra-curricular activities. Phones must not be accessed in between lessons
under any circumstances. Students in Years 9 and 10 may check their mobile
phones at break time and at lunchtime in the locker rooms only. At these
times, students may communicate via text with parents for genuinely urgent
reasons such as to amend arrangements for collection from school. Students
49

may take their mobile phone/electronic device into supervised prep time and
can use them to listen to music only.
4. Year 11 students may bring their mobile phone into school and carry them
with them during the day. Mobile phones must be turned off during all
lessons, prep times and other school activities. They must be used as a
telephone only for genuinely urgent reasons during the day. This would
normally be to arrange transport home at the end of the day. Year 11
students are permitted to text parents in their common room. Year 11
students may also access games and music via their mobile phone at
breaktime, lunchtime and afterschool when they are in their common room.
5. Sixth Form students may carry their mobile phone with them during the
School day, but this should be set to ‘airplane mode’ only. Mobile phones must
not be used during lessons or when travelling to and from lessons or to and
from the Sixth Form Centre. Sixth Form students may use their mobile
phones to access music, send texts or access the internet when in the Sixth
Form Centre lounge or café at break time, lunchtime or before morning
registration or between the end of P6 and the start of Prep Time. This is a
Sixth Form privilege and all students must use their phones responsibly and
in accordance with the AUP.
6. Under no circumstances should pupils be using their phones around the school
unless in a designated area (locker room or SFC).
7. Students who have been identified as having learning needs and require the
use of a laptop may use these devices once permission has been granted by
the Learning Support Department and teaching staff have been notified.
These devices may be carried in a laptop bag around school. Students are not
permitted to use these devices at any other time during the day. Students,
who have been identified by the Head of Learning Support as having a
learning need, may use a camera to assist with the recording of prep (Years 7
and 8) or a mobile phone (Year 9 and above) to assist with their learning
with prior agreement. All staff will be informed of this arrangement as such
pupils will be able to carry their phones around with them.
8. EAL students who have access to translator devices may use these in lessons
if permission has been granted by the EAL Department. EAL students may
not use their mobile phones as translators.
9. No student in the Senior School may use their mobile phone or electronic
device in the corridor, Common Rooms, Refectory, Chapel, toilets or any
thoroughfare before, during or after school.
10. Mobile phones or electronic devices must not be taken into an examination
room during Public Examinations as this could result in a disqualification (see
Public Examination Guidance for Students and Parents on the Ratcliffe
College website).
11. Boarders may use their mobile phone or electronic device in the boarding
house and in the School corridors before School up to 8.15am when their
rooms are inspected. Electronic devices or mobile phones must not be taken
50

into the Chapel or Refectory under any circumstances. They may be used for
social calls in the evenings and at weekends.
12. Parents and students are reminded that iWatches or Apple Watches are not
permitted in school.
13. The sending or recording of obscene or threatening messages is illegal, as are
999 calls when there is no emergency.
14. Possession of another person’s mobile phone, without permission, will be
considered as theft and treated as such.
15. The School cannot be held responsible for the security of mobile phones
unless they have been handed into Boarding Staff , Year Heads or the main
School Reception for safekeeping.
Laptop Computers
Remember to be
careful of trailing
wires in classrooms.
You do not need a laptop computer. In school
there are plenty of computers for you to use.
Laptop computers can only be used in lessons by
those students who have been assessed as having a Special Educational
Need which recommends the use of a laptop.
Those with computers at home can transfer work between home and school on
USB memory stick, subject to virus-scanning. At least one of the computer
rooms is open every lunchtime, and during prep, for students to work. For
boarders, the rooms are also open every evening, and during the weekend.
We recognise that most students will have computers at home. At school, our
computers have Windows 7.
You may wish to ensure that your home
computers are compatible with this. Those
students who are producing coursework should
ensure that up to date versions of this are saved
on the school network.
However if there is a special reason for you to bring a laptop to school
remember that:
They are very expensive items and that it will be your responsibility to
look after it. There is no safe storage for these machines, other than
lockers. They should be adequately insured against loss or damage.
51

As with other electrical equipment, they must have
been electrically tested before being brought to school.
You will have this extra load to carry around with you
all day.
There are not always the facilities to plug them in,
and batteries may well not last all day.
Your work on a laptop will not be as secure against
loss or corruption as it is on the network, where all work is
backed up 5 times a week.
Any inappropriate use of a laptop computer will result in you being banned
from bringing one into school.
What happens if I lose something?
Lost Property
Property will sometimes be misplaced. Whenever property is found it should be
handed over to the school’s care at one of the following places:
Reception
The Laundry
The Housekeeper’s Office.
A record is kept of all items handed in. Items of clothing will be passed to the
Laundry and, time permitting, will be washed. The Housekeeper will store other
items.
If you lose property you should report it to the Housekeeper’s Office, which is
open daily for this purpose from 1.15 – 2.15 pm. Tell your Form Tutor, as they
may be able to make an announcement to other staff.
Students can visit the Housekeeper’s Office or the Laundry in order to claim
lost items. Unclaimed named items are collected together each half term and
given to the appropriate Head of Year for distribution. Unnamed and unclaimed
items are displayed on the last afternoon of each half term to allow your
parents an opportunity to rescue what may have been lost. All remaining
unclaimed items will eventually be given to charity.
52

Computer Rooms Rules
The following rules are issued to students with regard to the use of the
Computer Rooms:
The Computer Rooms contain a great deal of expensive and delicate equipment,
which is designed to help your education in many ways and to ensure an
educational atmosphere. Logging on to the computer network requires
acceptance of the school’s Acceptable Use policy which is shown on the screen.
All pupils have to sign a copy of the school’s AUP to ensure that you have read it
carefully and understand what is expected of you.
General Rules
1. NO sweets, chewing gum, food or drinks are to be brought into the Computer
Rooms.
2. You should not be in the Computer Rooms without the knowledge of a member
of staff.
3. Please minimise the presence of files and textbooks on the computer
benches.
4. Dress code - no games kit or shorts to be worn in the computer rooms.
5. Do not touch any of the cables or connectors associated with the computing
equipment. Do not misuse or fiddle with the mice and mouse mats. Cables and
mice are expensive to replace.
6. Any problems with equipment must be reported to the teacher in charge
immediately.
7. Computers will normally be switched on when you come into the
room. On NO account must you switch computers on or off unless
you are told to.
8. Any person who introduces a program to the network from the
Internet or disk will no longer be allowed access to the network.
9. Your directory forms part of your assessment. It should contain only your
coursework, which should be identified by sensible file names.
10. Passwords - Your password is your security, and must be taken seriously. If it
is found that others know your password, then it will be changed immediately.
11. Any misuse of equipment or software will result in a total ban from
network use.
Teachers will, from time to time, check the
contents of your user area. Any files which are
frivolous or offensive will result in a ban from
network use.
53

Will I be able to have access to the Internet?
You will have access to the Internet on more than 500 computers!
In addition, every
student has his or her
own E-mail address,
providing a window to the
world of communication.
Access to the Internet will enable you to
explore thousands of libraries, databases,
and bulletin boards while exchanging
messages with other internet users
throughout the world.
At Ratcliffe, we consider that in the
modern world, this should be a right to
which you are entitled.
Both we, and the service we have chosen,
do our best to filter out material of an offensive nature.
There is monitoring of the content of e-mails.
The nature of the Internet means that sites
which contain offensive material are constantly
changing, and no filtering system can be
guaranteed to be perfect. However, given
that you will be working independently,
and often without close supervision,
it is important for you to realise your
responsibilities. Ultimately, we will not be
responsible for material imported into the
school or exported from it.
If you find
something which
you know is not
right, tell a
member of staff
straightaway.
In using the Internet you are expected to behave in a responsible
way. The Internet and Email are liable to be checked and censored.
Anything considered offensive will be intercepted and will result in
your removal from the Internet and Email. Note that Hotmail is not
available in school.
What are the dangers of the Internet referred to in the media?
It is true that there is some material on the Internet that would be offensive
to most people, such as pornography, racist and fascist material, and this can be
accessed by children if using the internet unsupervised. Our educational
provider tries to 'filter' known offensive locations of material of this kind, but
there is too much for this filtering to be very effective, and the locations
change frequently. The only way to block access to this kind of material is to
have a restricted range of pages available, in which case many of the advantages
of the global and dynamic nature of the internet may be lost. It is a feature of
54

the Internet that the information available is free. Increasing restrictions will
undoubtedly lead to systems of charging for access to specific material, in
addition to the other costs described. An alternative system is to educate
students and encourage an ‘acceptable use’ policy, and partnership between home
and school in dealing with the less savoury side of internet use. This is the line
which we take.
55

What is the School Policy on the use of the Internet?
Ratcliffe College encourages use by students of the rich information resources
available on the internet, together with the development of appropriate skills to
analyse and evaluate such resources. These skills will be fundamental in the
society you will be entering.
Internet access,
because it may lead to
any publicly available
site in the world, will
open classrooms to
electronic information
resources, which have
not been selected by
your teachers as,
appropriate for use.
On-line services significantly alter the
information landscape for schools by
opening classrooms to a broader array of
resources. In the past, teaching and
library materials could usually be
carefully chosen. All such materials would
be chosen to be consistent with national
policies, supporting and enriching the
curriculum while taking into account the
varied teaching needs, learning styles,
abilities and developmental levels of the
students.
Electronic information research skills are now fundamental to preparation of
citizens and future employees during the Information age. The school expects
your teachers continue to investigate possibilities and blend use of such
information as appropriate within the curriculum and that they will provide
guidance and instruction to you in the appropriate use of such resources.
Access to on-line resources will enable you to explore thousands of libraries,
databases, and bulletin boards while exchanging messages with people
throughout the world. The school believes that the benefits to students from
access to information resources and increased opportunities for collaboration
exceed the disadvantages. But ultimately, your parents and guardians are
responsible for setting and conveying the standards that you should follow when
using media and information sources.
56

Student guidelines for Internet use
General
You are responsible for good behaviour on the Internet just as you are in a
classroom or a school corridor. General school rules apply. You will be asked to
read and sign a copy of the student AUP at the start of term.
The Internet is provided for you to conduct research and communicate with
others. Remember that access is a privilege, not a right and that access requires
responsibility.
Individual users of the Internet are responsible for their behaviour and
communications over the network. It is presumed that users will comply with
school standards and will honour the agreements they have signed.
Computer storage areas and memory sticks will be treated like school lockers.
Staff may review files and communications to insure that users are using the
system responsibly. Users should not expect that files stored on servers,
memory sticks or disks would always be private.
During school, teachers will guide you toward appropriate materials. Outside of
school, your family bear responsibility for such guidance as they must also
exercise with information sources such as television, telephones, movies, radio
and other potentially offensive media.
The following are not permitted:
1. Sending or displaying offensive messages or pictures
2. Using obscene language
3. Harassing, insulting or attacking others
4. Damaging computers, computer systems or computer networks
5. Violating copyright laws
6. Using others' passwords
7. Trespassing in others' folders, work or files
8. Intentionally wasting limited resources
9. Accessing inappropriate sites or using specific software to gain access to
another students’ documents or social media account.
Sanctions
1. Violations of the above rules will result in a temporary or permanent ban
on network use.
2. Additional disciplinary action may be added in line with existing practice
on inappropriate language or behaviour.
3. When applicable, police or local authorities may be involved.
57

Guidelines for the use of Computer Printers
Much of your school work will involve using the computer
network. This could be in lesson time with your teacher,
break or private study time in the library or in one of the
computer rooms during lunch or prep. The chances are that
you will often want to print something out. The following
guidelines will enable you to get the best out of the printing
facilities, while at the same time helping to minimise the
enormous waste caused by thoughtless use of the printers.
1. Why do I need guidelines?
Think of the printing you do, and then think of the printing done by over 800
other people at Ratcliffe. Then, think that about 40% of what comes out of the
printers goes straight into the bin, and you are talking BIG
TIME WASTE! So, what you need to do is to read on and see
how you can help cut down on waste.
2. Tell me about Printer Credits.
All students need printer credits in order to use the printers. It actually costs
5p to print an average page on a black and white printer, and about 10p for
colour. So, each time you print out, it reduces your credits accordingly. When
you run out, you cannot print any more. You can see how many credits you have
by clicking on the icon at the bottom right of the screen. The more careful you
are about printing, the longer your credits will last.
3. How can I be careful about printing?
Here are some tips to avoid waste:
Be careful when clicking on screen buttons. Don’t click on print, when you
really mean to click on save.
Think which printer you want to use – colour or black and white. Don’t use
one, and then change your mind and print the same document out on the
other one.
Don’t send anything to the printer within 15 minutes of the end of a lesson
in the computer room. It may not be printed out by the time you leave.
58

If you do leave something printing at the end of a lesson or a break,
remember to collect it later.
Ask yourself whether you really need to print now, or whether it could
wait until later, when you might have thought of some improvements to
your work anyway. Always check your work before printing – use the
preview button. Last term, one student printed out a small spread sheet,
which took over 40 pages, because one of the settings was wrong. Preview
would have prevented that.
Never fiddle with the printers or press the buttons on them. Always seek
help if you suspect that the printer is not working properly.
If the printer runs out of paper, your printout will be stored in memory
until the paper has been installed – don’t try to print out your work again.
When printing off copies of PowerPoint presentations, remember to do
these in BLACK and WHITE (Grayscale); colour is too wasteful unless they
are definitely being used for display purposes.
4. How can I get more credits?
Mrs Arnold, Mrs Williams, Mr Grewcock, Mr Clarke, Mr Jones, Mrs Leite and Mr
Gilchrist (for boarding students) are the only people who can give credits. They
are all very willing to do so, but may be busy when you ask. So, don’t wait until
you run out – keep an eye on your credit balance. You will be asked why you need
more credits. This is so the relevant school department can be charged for
them. For example, if you want 50 credits for English coursework, the English
department will be notified.
If you want credits for non-school use, eg. if you wanted to print something off
the internet for your own use, then we would ask you to pay cash.
5. Credits are a nuisance, because sometimes I cannot print when I want to
If you look after your credits, keep an eye on them, and
follow the advice given above, then you should not run out
of them. Plan ahead, and remember the ways to avoid
waste. Let us all try to stop the hundreds of pounds
worth of printer ink and paper that go straight into the
bin each year.
59

Accessing E-mails from Home
1. Open your internet browser and type in the following:
http://ratcliffe-college.co.uk/students/
2. You will then be asked to enter your username and password. Your
username and password are the same as you use at school. However, the
username should be typed in as ratcliffe\username
Accessing your Work from Home
1. Open your internet browser and type in the following:
https://folders.ratcliffe.leics.sch.uk/Login?ReturnUrl=%2f
2. You will then be asked to enter your username and password. You simply
have to enter the username and password that you use at school.
It is a good idea to save the above addresses in your ‘favourites’ folder.
Common problems
1. Your password is not accepted.
From time to time the school network may require you to change your
password. This can only be done within school, and until you change your
password, you will not be able to access the network from home.
2. You get an error message
You must enter the addresses exactly as shown above. Note that they do
not include ‘www.’
3. You lose the file you have been working on.
When working on files in your school documents, you should copy them to
your computer at home first. When you have finished working, you can
then copy the files back to the school network.
60

Academic Information
This next section tells you about each of the subjects that you will study. It
starts by outlining the expectations that we have of you in class (- a Classroom
Code of Practice). There are also guidelines for the presentation of work, which
tells you what is expected in terms of written work in lessons. At the end of
the section there is the School Assessment Policy, which details when and how
you will be assessed during Key Stage 3.
61

Guidelines for the Presentation of work
Exercise Books
Subject teachers will provide you with exercise books when appropriate.
Books will only be given to students who:
are new to the school or the subject
have completed an exercise book. The teacher will check through the book
and cut a corner off the front of the book to indicate that a replacement
book has been given out.
If you lose or misplace an exercise book, then you will need to buy a
replacement. These can be purchased from the school shop.
The presentation of work.
Books should be kept free of graffiti.
Subject, teacher and group should be written on the cover of the book or
inside the cover where a file is used.
Each piece of work should be dated.
Heading written clearly and underlined.
You should write in a colour, which is easy to read, ideally blue or black. (Gel
pens should be used to highlight work etc, rather than for the main body of
the text.)
You should identify work undertaken as Prep.
You must follow rules set out by departments for drawing diagrams and
graphs.
You must cross out mistakes clearly with one line. Tippex must not be used,
although correction tape and eraser pens are acceptable.
Work, which is word-processed, must be named on each sheet.
62

What we expect from you in the classroom
A Code of Practice
Arrive punctually, properly equipped and ready to enjoy the lessons.
Depending on the location and Year group students may be asked to lineup
outside the classroom;
Start the lesson positively, enter the classroom in a sensible manner and
sit where the teacher indicates;
Temperature is important for creating a productive teaching and learning
environment. Therefore remove outdoor coats and place appropriate
books/equipment on the table;
Classroom order facilitates learning so stay in your seat unless the
teacher gives you permission to leave it;
Part of the learning process is to mould students into thoughtful members
of society therefore it is important to show respect for others (students
and staff) by listening carefully and courteously when they are speaking
and raising your hand if you wish to ask, or answer, a question;
Do your best to make constructive contributions and always complete
work to the best of your ability;
School property is there to help students make progress, so please
respect your surroundings and equipment;
Students are encouraged to drink water as this aids the learning process.
Under no circumstances is chewing gum allowed in School;
Mobile phones, laptops and I-pads are effective communication and
learning tools. However, they can distract others so must not be used in
the classroom, unless permission is given by the teacher or a student has
a specific need;
At the end of the lesson leave the classroom as you would expect to find
it, neat and tidy. This will enable the next class to experience a positive
learning environment too;
An important role of teachers is to look after the safety of the students
in their care, therefore permission from the teacher should be sought
before leaving the classroom during, or at the end of, a lesson;
Report cards/observation sheets (where applicable) are an important part
of our monitoring progress. Students should be proactive and present
them to the teacher at the beginning of the lesson.
63

What equipment will I need?
School Planner
You must
show your
planner to
your parents
for them to
sign
You will be issued with a planner at the beginning of
the academic year. The planner is a source of useful
information; it includes a diary and pages for you to
keep a record of merits achieved. There are specific
pages for you to keep a record of academic targets,
which have been set. There is a space provided for
you, your parents and teachers to make notes. Your
Parents are asked to sign the planner each week and
Form Tutors will also check and sign planners weekly.
Boarders’ planners will be checked and signed by a
member of Boarding Staff each week. The planner is
really useful in helping you to organise and prioritise
your work.
Try to keep your planner tidy!
Equipment List:
You must bring the necessary equipment to lessons. It is recommended that you
have the following:
• Pencil case (named)
• Pencils
Please note that
• Pens
correction fluid
• Rulers (15cm and 30cm)
(e.g. Tippex) is not
• Rubber
allowed.
• Protractor/set square
• Compass
• Pencil sharpener
• Calculator
• Coloured pens/pencil crayons
• Pocket dictionary
• Glue stick (e.g. Pritt stick)
• Small scissors (blunt end design or in a protective wallet)
• Ink cartridges (if using a fountain pen)
Make a note of any specialist
equipment mentioned in the
subject information section
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The School Libraries
The School Libraries
There are two libraries in the Senior School. The Emery Library, situated in the
heart of the school opposite the two computer rooms, is used by all members of
the school community but particularly by students in Years 7 to 11, and this is
the library you will use regularly during key stage 3. Our other library area is
based in the Sixth Form Centre, and offers resources specifically targeted to
A-level study.
The Emery Library is open throughout the school day, and is managed by our
full-time Librarian, Mrs Williams, who will help and guide you in your use of the
library so that you can quickly take full advantage of the resources available to
you, both for leisure reading and to aid you in your studies. Many of your lessons
could take place in the Emery Library as it is an area that is often booked by
subject teachers to allow students to access the full range of resources
available to support their research on specific topics. Once a fortnight, you will
also use the Emery Library as the base for your English lesson rather than the
classroom, and in those lessons you will be encouraged to read and complete a
programme of book-related projects and activities which we hope will encourage
you to broaden and extend your reading choices. Keen readers will also have the
opportunity to join the extra-curricular Book Club for Years 7 to 9, and the
Carnegie Medal Shadowing Group in Year 9.
The Emery Library is a popular location for students wishing to complete their
homework in their morning break or lunch break, or who simply want to relax by
reading a book or magazine. Over 11,000 books are housed in the Fiction, Non-
Fiction and Reference sections, and there is also a wide range of periodicals and
DVDs for students to borrow. Our library management system, Heritage, allows
you to access the library catalogue so that you can search for, and reserve
specific titles. Books may be borrowed for a period of 4 weeks, with a 3 day loan
period for DVDs. In addition, there are 12 desktop and 14 laptop computers
available for student use, so that you can access the full range of digital
information sources available via the school network and the Internet.
We hope that the Emery Library will be an area of the school that you will enjoy
using and one that will add to your educational experience here at Ratcliffe. We
actively encourage you to read as much as possible and welcome suggestions for
book recommendations. To raise the profile of books and reading, we organize a
number of activities throughout the school year, so look out for details of these
around the school and on the library area of the VLE.
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Who are the teachers?
Below is a list of the Senior School teachers and departments which they belong
to. The name at the top of each group is the Head of Department.
Senior Deputy Head – Mr Reddin
Academic Deputy Head – Mr Ryce
Art and Design
Mr Berry
Miss Wright
Classics
Mr Walsh
Mrs Lodder
Design Technology
Mr Seth
Mr Rogers
Drama
Mrs Caven-Henrys
Miss Monk
EAL
Mrs Reeves
Mr Imrie
History
Mr Cantrill
Mrs Lodder
Mr Newman
Mathematics
Mr Higham
Mrs Clarke
Mrs Cole
Dr Jones
Mr Metsel
Mrs Sellars
Mr Sleath
Mrs Smith
Religious Studies
Mr Walsh
Mr Kellighan
Mr Michel
Mrs O’Connor
Mrs Smith
English
Mrs Worthington
Mr Benjamin
Mrs Bennett
Mrs Davis
Mrs Reeves
Dr Stannard
Miss Thompson
Mr Watson
Mrs Whieldon
ICT
Mr Jones
Mrs Arnold
Miss Doig
Media
Miss Gregory
Miss Doig
Mr Jones
Science
Mr Adam Chorley
Mrs Allen
Mrs Arnold
Mrs Allen
Mr Ballard
Mr Darlington
Mrs Darlington
Miss Gatt
Mr Nott
Mr Sharpe
Food Technology
Mrs Burton
Mrs Dungey
Languages
Mrs Cushing
Miss Casas-Ojeda
Miss Beddoes
Mrs Crebbin
Mr McCrindell
Mrs Reddin
Music
Mr McCall
Mr Price
Miss Argo
Dr Standen
Mr Thorpe
Mr Trotter
Science
Geography
Mr Lambert
Mr Balmbra
Mr Dziemianko
Miss Papadopolou
Learning Support
Mrs Cluley
Mrs Davids
Mrs Harlock
Mrs Waters
Physical Education
Miss Stafford
Mr Balmbra
Mr Faulconbridge
Mr Gilchrist
Mr Kaye
Miss Papadopolou
Mr Reddin
Mr Taylor
Mrs Taylor
Mr Woodcock
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Art and Design
What will be studied
The Key Stage 3 Art and Design course comprises a series of individual projects
spanning the three years. In general the students will study two in-depth
projects a year, although there will be opportunities for smaller workshop-based
short projects to also take place. The course uses the National Curriculum for
Art and Design as a guideline, whilst also beginning to train the students in the
language and expectations of Art and Design at GCSE and beyond. For each
subsequent year the students will be expected to become more familiar with
that language, and the expectations will rise commensurate with that.
Students follow a varied range of projects that encompass the basic skills
necessary for progression onto GCSE. Each year builds upon the skills acquired
in the previous years, and is based around a single, main project. In addition
there will be opportunities for short, work-shop style skills inputs at appropriate
times that will look at a range of themes, approaches and techniques to create a
stimulating and exciting course. Project themes for the coming year will be as
follows:
Year 7
Drawing skills followed by a cardboard construction project.
Year 8
Main project: Relief project based on boats and seascapes.
Year 9
A sculptural project based on the theme of insects and bugs.
For each of the projects students will be given some examples of work created
that is relevant to the project, but they can expect to produce their own
research into the work of relevant artists, designers or craftspeople who inspire
them, and help them with their own ideas. They will begin to learn how to
express their opinions about the work both in written and verbal form. It is
important that their own ideas are clear, but stem from the research they have
undertaken.
Observational drawing is a fundamental skill in the subject, and students will be
expected to draw regularly within each project. It is also used as an important
way to be able to communicate one’s own ideas about the project. As well as
developing and teaching you traditional skills, the use of computers and ICT is
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also incorporated into the projects; students will be shown how to use Photoshop
and other graphic software during relevant stages of the projects as well as
learning how best to use the internet. Some of the projects may involve a visit
to a local art gallery or other venue, either to study the work of other artists or
to draw and develop ideas and solutions to the project. Further information for
Art and Design curriculum is available on the Internet:
http:/www.standards.dfee.gov.uk/schemes2/secondary_art
Teaching approaches
The Art and Design Department provides an open, positive and enthusiastic
learning environment. Art lessons will be very varied, sometimes including group
work, sometimes requiring individual and personal responses. Talks on art
history, slide presentations and films are often used. Students will often be
asked to bring in materials, or possibly objects to draw from. Prep is expected
to be done in the sketchbook at all times unless otherwise stated. There are a
number of opportunities for students to use the Art department during extracurricular
sessions, these can be used to good effect to complete prep or ask
for help with classwork; a sense of commitment to the subject is crucial to
success.
How you will be assessed
Formative as well as summative assessment is used in Art and Design. When a
prep is due in students can be expected to show their work to the class and have
verbal feedback given to them directly. It is recognised that drawing is a very
personal way of communicating ideas; as such, assessment is always positive.
Some people find drawing very difficult and this is also recognised. Progress is
monitored continually throughout each project and helpful comments will be
written in sketchbooks. At the end of the project the completed unit will be
marked as a whole, to include all work produced both inside as well as outside
the sketchbook. Evidence of development is critical, so work should never be
crossed out, and rarely rubbed out. The course is also punctuated occasionally
by short tests; it is likely that the majority of these will be observational. At
the beginning of each year the criteria for assessment will be stuck into the
back of each sketchbook together with a prep sheet inside the front cover. The
subject is fluid as can be expected in a creative medium, so changes may well
occur during the year.
How you will be grouped
The Art and Design groups are based on tutorial groups. Each teaching group will
have one lesson a week throughout the academic year.
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Specialist Equipment
Each student will be issued with their own A4 sketchbook when they join the
year. It contains high quality cartridge paper and will form the basis of the
majority of the work undertaken. The sketchbook MUST be brought to each
lesson irrespective of the work being undertaken. The school will provide all
other specialist equipment used in the classroom although having some soft
pencils and some colours at home can be very helpful when completing work. We
have a comprehensively stocked shop in the department, but purchases are
limited to those students studying the subject in Years 10 and above unless
specific permission is given in writing from parents/guardians.
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70

Classics (Latin)
In Year 7, topics covered include Pompeii and learning about daily life, houses,
the forum, theatre and slaves. You will learn how to translate and answer
questions on stories, using both past and present tenses.
In Year 8, you will learn about Roman Britain, tribes, the Roman conquest and
King Cogidubnus, while developing your knowledge of Latin sentence structure,
learning new vocabulary and more about nouns, adjectives and verbs
In Year 9 you will be taught about the Romans in Alexandria, Egypt and
glassmaking, the worship of Isis, magic and curses and the Roman religion. In
the language you will know all six cases of the noun and four tenses of the verb
by the end of the year.
How you will be grouped:
In Years 7, 8 and 9 having chosen Latin, you will be taught in a mixed ability
group.
Teaching approaches:
Your teacher will use a wide variety of resources, including textbooks, hand-outs
and the interactive whiteboard. You will work individually and with others and
will be encouraged to do independent research.
How you will be Assessed:
You will be set learning and/or written preps every week. In Years 7, 8 and 9,
you will have tests at the end of the autumn term or the beginning of the spring
term and also in the summer term.
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72

Design and Technology
What you will study:
At Ratcliffe, we aim to offer a broad approach to Design & Technology at Key
Stage 3. The Resistant Materials syllabus for each Year has been developed to
offer a wide variety of different activities and design situations. Each Year
group will undertake three projects allowing them to experience a range of
materials and processes to produce products that meet specific objectives.
During the course, students develop their skills, knowledge and understanding of
Design & Technology with a blend of design, practical and theoretical activities.
Autumn Term Resistant Materials Projects currently include the following:
Year 7
Bird Feeder Project
The bird feeder project introduces basic hand tools and equipment found in the
workshop in a fun and practical way. During the project students design and
manufacture a pine bird feeder that will hold a piece of fruit. In addition,
students will also develop an understanding of the key health and safety
requirements of the design workshop.
Year 8 Wire portrait Project
The wire portrait project will further develop the students understanding of
the machinery and processes used in the workshop. Students build on
experiences at Year 7 to manufacture a quality end product from a range of
materials and processes, including hardwoods, mild steel, timber joints and metal
forming. Students choose the subject for their project, which enables the end
product to be the perfect gift!
Year 9 Sweet dispenser Project
The sweet dispenser project gives students the opportunity to manufacture a
classic project - with a twist. An extremely popular project, students
manufacture a product that utlises manufactured boards as the main
construction material. Furthermore, the project develops student’s CAD/CAM
skills, using 2D Design to run the vinyl cutter and laser cutter.
Each Resistant Materials project will utilise handouts that closely follow the
design process. The design process will always consist of a number of steps that
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are the same in every project. By splitting the project into these clearly defined
steps it becomes more structured and manageable. These steps allow clear focus
on a specific task before moving onto the next stage of the project.
In addition, to having weekly Resistant materials lessons, students will also have
one fortnightly textiles lesson where they will develop hand and machine sewing
skills.
Teaching approaches:
The Design and Technology workshop is an exciting and positive learning
environment. Your Technology lessons will be varied, sometimes including group
work, sometime requiring individual and personal responses. ICT forms an
important part of the course, especially during research and designing stages. In
all projects, specific design programmes will also be introduced and utilised to
help manufacture the product.
How you will be assessed:
Designing and manufacturing products is a very personal way of communicating
ideas. Assessment is always positive and encouraging. Your progress is monitored
continually throughout each project and comments will be written in your class
work books. The course is also punctuated by short tests to see how your
technical understanding has progressed.
How you will be grouped:
The Design and technology teaching groups are based on your normal year
teaching groups. You will have a lesson a week for exactly half of the academic
year; the other half of the year will be spent in Food Technology.
Specialist Equipment:
We provide all of the specialist equipment and materials that you will need for
the course. You will be expected to bring basic equipment such as pens, pencils
and rulers to each lesson.
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Drama
What you will study:
In Year 7 the work starts with the training of mime skills, and these include
movement, gesture, body language and facial expression. These are vital tools in
conveying characters, feelings and emotions. The voice work is then developed
with vocal exercises and script reading. Use of pitch, tone, pace and timing are
also important to enable these characters to come to life. You will finish the
year with a short presentation of your work.
In Year 8 script work is now developed to include writing your own scripts where
you will be asked to think about a number of issues such as homelessness or
being alone. The strategies and techniques learnt in Year 7 will be incorporated
within these scripts and performed during class lessons. The devising process
will be more challenging and be a combination of scripted and improvised work.
You will also study a Shakespeare play using a variety of dramatic techniques to
explore characters and themes. Script work or a full length play, where you have
to interpret characters through voice and movement, will be the final
presentation of the year.
In Year 9 you will look at presenting Drama in different forms and medium, i.e.
television, pantomimes, global issues such as bullying, terrorism, war etc. Stimuli
from photographs, films, poetry and scripts will be used in this context. This will
involve research, developing a script, rehearsing and performing. This will bring
you to an understanding of history, as well as broaching subjects that are
relevant to our times. You will create and design your own pantomimes for
performance to the Junior School. You will also study a full length script and
interpret characters through voice and movement techniques as well as using
staging strategies learnt in Years 7 and 8.
Teaching approaches:
Drama is obviously a very practical subject. Therefore, it is really important to
have the discipline to listen carefully to instructions and directions from the
teacher. Drama involves team work, sharing and offering ideas and supporting
each other during the devising process. Also, you will require the discipline to
work through rehearsals and improve and develop your performance skills
further. There will be workshops on lighting, make-up, and physical theatre for
most groups and the opportunity to perform in front of an audience as well as
the chance to see live theatre.
How you will be assessed:
Whilst learning important skills for putting on plays, Drama is vital in helping you
to increase your confidence and communication skills. This is achieved with small
presentations in class and to students and parents. During the course, you will be
very active in the lessons. Your homework will be based on the skills learnt and
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used in class work. You will be asked to assess your work and the work of others.
You will also be assessed on your ability to work on your own and in groups.
How you will be grouped:
Throughout Key Stage Three, Drama is taught in mixed ability groups.
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English
What you will study:
Throughout Key Stage Three, you will explore a range of writing styles and
genres through the study of novels, plays, poetry and media and non-fiction
texts. You will then be required to complete a variety of writing tasks. These
will take the form of creative writing, analytical essays, poetry and transactional
writing. The ability to use Standard English in a variety of contexts is a crucial
objective and is essential to your progress in this key stage. Grammar and
spelling are, of course, important and you will build upon these skills each year.
By the end of Key Stage Three you will have gained confidence in your writing
and be able to write for a wide range of purposes and audiences.
Reading a wide variety of literature is a fundamental and enjoyable requirement
at Key StageThree. You will be expected to keep an accurate reading record
which will be regularly checked by your classroom teacher. You will also be
encouraged to develop the breadth of your own personal reading using the school
library as well as books from home and local libraries. Personal reading is
essential to the development of your spoken and written English and will
significantly contribute to your ability to write in a variety of different styles.
Furthermore, you will study a wide range of texts in class and complete a
number of tasks based on your understanding of various themes, characters,
setting and language features.
Finally, spoken language tasks are important to help you develop confidence in
your presentation and oratory skills. Public speaking competitions, group
debating, discussions and presentations will feature in every year, and you will be
formally assessed on these skills by your teacher. Various dramatic techniques
will be used to develop your understanding throughout the year, especially during
the study of Shakespeare texts.
In Year 7, your study of English will be separated into three different areas. At
the beginning of the autumn term, you will study a range of autobiographical
texts as well as nineteenth-century fiction. Creative writing is also a feature of
this term. Your lessons will regularly include tasks on spelling and grammar. The
spring term will be dedicated to the study of poetry and finally the summer
term will be focused around preparation for the end of year examination and
persuasive writing.
You will start the autumn term of Year 8 by exploring non-fiction texts and
transactional writing. The spring term will be dedicated to the study of
Shakespeare’s play Romeo and Juliet, where you will be expected to use practical
drama techniques to explore the text. The summer term will involve preparation
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for the end of year examination and a study of science fiction and fantasy
texts.
Year 9 begins with an exploration of different poetic forms. The spring term
will consist of the study of Shakespeare’s Twelfth Night, followed by a nonfiction
unit in the summer term. There will be a chance in Year 9 to become
familiar with some of the GCSE texts.
Teaching approaches:
There are various departmental house competitions that take place throughout
years 7, 8 and 9, such as creative writing, poetry, public speaking and book
projects. These will be judged by members of staff and prizes awarded for the
winning pieces. Teachers will use a range of ICT resources, including SMART
whiteboard technology and ActiveTeach to enhance the appeal and content of
lessons. You will also have the opportunity to experience live theatre through a
mixture of trips, workshops and visiting theatre groups.
How you will be assessed:
At the beginning of Year 7, you will take two tests to establish your reading and
spelling age. A reading test will then be carried out in Year 8 and 9. Teacher
assessment of reading, writing and spoken language skills will take place
throughout the year. Assessed work will be kept in a folder so that you and your
teacher can see evidence of your progress. You will also be required to fill out
target sheets, one which will be kept in your exercise book and the other in your
folder. Along with your class teacher, you will use these to monitor your
progress and recognise areas for improvement. If you have particular
difficulties, teachers from the Special Educational Needs Department will work
closely with you to support you. Overseas pupils study English as well as English
as an Additional Language (EAL).
How you will be grouped:
English is studied in mixed ability groups in years 7 and 8. Year 9 is set
according to ability. Year 10 groups are also put into sets depending on, among
other things, attainment in the Year 9 summer examinations.
Specialist Equipment:
No specialist equipment is required, although pupils should always have the
necessary stationery with them at all times. Pupils in all years are expected to
have a reading book with them, this is especially important for fortnightly
library lessons.
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English as an Additional Language
What you will study:
As well as following English with everyone else, students whose first language is
not English will study English as an Additional Language (EAL). These lessons
will help you in all the other subjects that you study in the College. Good English
is vital if you are to improve your understanding and your marks. You may find
that your teacher will use material from other subjects to help you to express
yourself more clearly and accurately.
In the EAL lessons in Year 7, you will study the tenses of verbs to help you to
explain your experiences, ideas and plans to others. This will include speaking
and writing tasks about various topics such as your home and family. You will
work on developing the important skill of listening and understanding spoken
English. You will also write simple stories. Reading stories and articles by other
people will help you to do this. You will also start to follow the Preliminary
English test syllabus this year.
In Year 8 this will continue, as you will be writing more difficult stories, which
could include writing about the future. To help you with this, more complicated
verb forms will be studied. Speaking and listening will again be important, with
slightly longer tasks and your reading will include a wider range of texts. You
will also continue to work on the Preliminary English Test Syllabus.
Year 9 is where you will learn the more demanding Intermediate grammar, as
well as revising skills from previous years. This will be used in longer pieces of
written work. You will also do more speaking and listening tasks and reading will
include a wider variety of texts. You will start to follow the First Certificate in
English test syllabus, if this is appropriate, including lessons focussed on
vocabulary building.
All EAL students will also take part in the main English activities and
competitions, such as Public Speaking and Writing contests. EAL students have
often done very well in these competitions in the past.
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80

Food Technology
What you will study:
Students will make a large variety of products to develop basic culinary skills
over the three years, making up to 30 different products.
Year 7
Students will learn about:
‣ Food Safety
‣ Food Hygiene
‣ How to use different pieces of kitchen equipment
‣ Basic nutrition
‣ Healthy eating
Year 8
Students will learn about:
‣ Dietary needs
‣ A variety of practical skills
‣ Food poisoning and ways to prevent it
‣ Nutrition
‣ High/Low risk foods
‣ Food labelling
‣ Research methods
‣ Sketches of products
‣ Product analysis
‣ Students will undertake a design and make it task focussing on marketing
a food product to a younger child.
Year 9
Students will learn about:
‣ Dietary needs
‣ A variety of practical skills
‣ Environmental issues
‣ Nutrition
‣ Preservation methods
‣ Pastry
‣ Standard Components
‣ Food Hygiene and storage
‣ Research Methods
‣ Specifications
‣ Staple Foods
‣ Sensory Analysis
‣ Vegetarians
‣ Students will undertake a design and make it task, focusing on a food
product which are suitable for teenagers.
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Teaching approaches:
The course is very practically based with additional theory lessons. The
practical lessons will involve watching demonstrations, designing and making
food products, sensory evaluation and product analysis. The theory lessons
will involve classroom activities, including discussions, group work and
question and answer sessions.
You will learn how to:
‣ Prepare, cook and serve food safely and hygienically
‣ Watch demonstrations
‣ Become aware of new health issues
‣ Investigate the functions and scientific principles of ingredients
‣ Design and make an extensive range of savoury and sweet products
‣ Understand the needs of different target groups
‣ Sensory evaluate foods and how to adapt products
‣ Make food products healthily and incorporate the ‘Eat Well Plate’
‣ Work as part of a team
‣ Adapt recipes
‣ Understand government guidelines in relation to ‘5 a Day’ and the ‘Eat
Well Plate’
‣ Work within a tight time schedule and work under pressure
How you will be assessed:
‣ Practical work
‣ Prep
‣ Class work
‣ End of unit test
Charges
All ingredients and equipment for practical lessons will be provided by the
school. A small charge of £2 per practical lesson will be added to your school
account at the end of each term. Food prepares and/or cooked in practical
lessons may either be consumed in the room at the end of the lesson, if suitable,
or taken home at the end of the day. In Year 8 and 9, students will have the
opportunity to provide their own ingredients to make their final product in
relation to the design task.
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Geography
What you will study:
The study of Geography within Years 7, 8 and 9 covers a wide variety of topics
to build up important subject skills and understanding. The topics studied are
concerned with both physical and human environments, at a local, national and
international scale. The way in which people interact with the natural and built
environments around them is critical, and Geography also helps students build up
an awareness of sustainability and global citizenship.
Year 7
In Year 7 pupils are introduced to the study of Physical, Human and
Environmental Geography. This is built upon by developing a range of foundation
skills necessary to understand the world in which we live. These topics include:
The study of places at a local, national and international scale, including
continents, countries and cities.
Developing skills to locate places using maps and atlases, to develop map
reading and designing techniques.
The study of urban and rural settlements that humans live in and how
these settlements are changing.
The study of the weather and climate of Britain, recording the weather
and understanding the causes of different weather conditions.
Year 8
The topics included within Year 8 are designed to build upon the geographical
skills and understanding developed in Year 7 and a diverse range of topics are
studied. These include:
Landscape studies and the action of rivers on the landscape are looked at
in detail, along with how people interact with and use rivers.
The study of economic activity including different types of industry,
developing an understanding of why different industries require different
locations and the impacts that industry has.
The physical and human geography of India (developing a sense of place).
Major world issues, including the causes, effects and responses to climate
change, issues surrounding the availability of food and water and the
problem of global poverty. This unit has an ethical focus on our place in
the world and how we can be responsible global citizens.
A review of key geographical skills, including the use of maps and
techniques such as producing sketch diagrams and maps, to provide a
specific reinforcement of skills developed through the first two years of
study.
Year 9
In Year 9 the topics studied continue to develop geographical skills and
understanding, and help prepare pupils who might wish to follow the subject as a
GCSE option. The topics include:
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The study of earthquakes and volcanoes. Understanding where these
hazards happen and why, and the impact they have on people.
Environmental geography, focusing on natural processes such as climate
and the factors influencing it, the link between climate and ecosystems,
and how plants and animals adapt to different climates. There is also a
focus on species endangerment.
The physical and human geography of China (developing a sense of place),
and how China has become a significant economic player in the global
economy.
Development issues, focusing on why the world is so divided and what can
be done to help those in need (builds a link from the Year 8 world issues
topic).
Teaching approaches:
You will experience different types of activity during each topic, from
independent work to working in pairs or small groups. You will have the
opportunity to use ICT for research and you will have some lessons in the
library. You will deliver presentations to the class as part of a group. You will
have opportunities to take part in fieldwork and develop your investigation skills.
You will use a range of different resources including books, maps, worksheets,
ICT software and teacher resources.
How you will be assessed:
Your teacher will always be assessing your progress, but formal class tests will
also take place in lessons for different topics as well as ‘quizzes’ to check how
much you have learned. There will be an end of year examination in the summer
term.
How you will be grouped:
In Geography throughout Key Stage 3 you will be taught in mixed ability groups.
Specialist equipment:
In addition to standard equipment requirements (i.e. pens, pencils, ruler, glue
etc.), you will need to have a set of coloured pencil crayons for illustration work.
Please ensure you are fully equipped for all your lessons and do not have to ask
your teacher for such resources.
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History
In Year 7 we begin by investigating how historians work, with a special unit
called ‘What is History?’ Following this you will complete historical detective
work, including looking at the ‘Skeletons in the Field’ mystery.
In Year 7 our programme of study is:
The Romans
The Roman Empire: Why and how did the Roman Empire grew? Why was the
Roman Army so successful? What did the Romans ever do for us?
Medieval Realms 1066-1500
This includes topics such as:
Why did William win the Battle of Hastings? How did William control England?
What was life like for the ordinary peasant? The Black Death, Peasants Revolt
and castles.
You will begin to develop skills in essay writing and using sources.
In Year 8, our programme of study is on The Making of the
United Kingdom 1500-1750:
This includes topics such as: Henry VIII and the break with Rome, Charles I and
The English Civil War, Oliver Cromwell and The Gun Powder Plot.
The Industrial Revolution: How and why Britain became the ‘workshop of the
world’ and what was it like to live and work during this time.
In Year 9, our programme of study is:
Our first introductory lessons involve two investigations on Jack the Ripper and
the sinking of the Titanic.
The Twentieth Century World
This includes topics such as: The causes of the First World War, how we can
best find out about life in the trenches in the First World War, the causes of
the Second World War, the Holocaust, an individual research project on the
Second World War and finally communism and capitalism.
You will begin preparation for GCSE essay writing and develop your ability to
evaluate evidence and present a reasoned argument.
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Teaching approaches
The teaching approaches that will be used by your teachers will be based on the
principle of guided discovery. You can expect to be involved in plenty of class
discussion and debate as well as group work, paired work, presentations, project
planning, mysteries, source work and essay writing. Your teachers will use ICT,
card sorting activities, videos, textbooks and worksheets.
How will you be assessed?
Prep will be set every week. You will be given four assessments over the course
of the year. Two will be on essay writing and two on source analysis skills. There
will also be the end of year examination and an independent research project.
How you will be grouped?
You will be taught in mixed ability groups throughout Years 7 to 9 because there
is no setting or higher/foundation level papers in History.
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Information Communication Technology (ICT)
What you will study:
During Key Stage 3 the aim of the ICT course is to improve existing skills and
also introduce new ideas and concepts. We use the material developed from a
number of resources as the basis for much of the work. Students will learn how
to use a variety of programming languages, both graphical and text-based, as
well as non-Microsoft software.
In Year 7 you will spend time becoming familiar with E-Safety as well as using
the Internet and Microsoft products effectively. Database software is
introduced and students will learn how to create, populate and interrogate a
database to find information relating to a crime. There is a project where the
students will work on the design and development of a maze game suitable for 4-
6 year olds introducing the concepts of planning and programming. At the end of
the year, students will be taught how to encrypt and decrypt information using
computers.
The start of Year 8 brings a revision of effective Internet use and how bias can
affect the information presented. Students will again be reminded how to use
Microsoft products before they begin the project work for the year. The
project is based around the support an up-and-coming band (The Shakes)
require; modelling costs of producing CDs and going on tour using spreadsheet
software, producing marketing and advertising posters for the tour and finally
investigating the designs of websites before creating their own. There will be
an opportunity to learn how to program using an application called Sonic Pi to
create music – uploading the music they create to their website or to an Android
application they have made.
Year 9 will provide the opportunity for each student to complete an extended
project, and put their programming skills to the test. “Mission to Mars” will put
students in charge of a mission to colonise Mars. This requires the ability to use
the following types of software – word processing, spreadsheet and database,
plus more creative tools, including web design, and the use of programming
software to control their own version of the Mars Rover – via Robomind
software. During this year the students will study for their Digital Literacy
exam which will give them the European Computer Driving Licence qualification.
Teaching approaches:
ICT is a very practical subject and you will spend most of your time in lessons
working at your own computer station. Throughout the three years you will be
able to learn new skills in a variety of ways including whole class teaching, group
discussion, individual and paired work. Demonstrations, help videos, tutorials and
worksheets are used to reinforce practical work carried out in lessons – this
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work will be available through the College’s VLE as well as shared through cloudbased
applications. In Years 7 and 8, you will finish with a portfolio of several
different projects, each based on a challenging theme. Extension activities will
be made available to students, in all topics to allow them to reach their
potential.
How you will be assessed:
Project work, prep and presentations are used for assessment throughout the
year and you will record and evaluate your progress, as well as any targets in
your online ICT Folder.
How you will be grouped:
You will be taught within your normal teaching group; but you will work at your
own pace on individual computers, with support if needed.
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Mathematics
What you will study:
Year 7
Students cover a variety of topics. These include the following: Symmetry, Coordinates
and Straight-line Graphs, Angles and Geometry, Number and Patterns,
Algebra, Fractions, Decimals, Percentages, Perimeters, Areas and Volumes,
Transformations, Sequences, Statistics, Probability and Sets.
Year 8
During this year you will study many of the topics covered in Year 7, but in more
depth. You will be introduced to new topics such Conversion Graphs, Powers and
Indices, Enlargement, Constructions, Loci, Negative Numbers, Ratio, Stem and
Leaf Diagrams, and Multi-step Equations. You will also develop your mental
arithmetic skills. The highlight of the year is a Mathematics Day at Drayton
Manor Park.
Year 9
Many topics covered in Years 7 and 8 are re-visited and in addition students
come into contact with Pythagoras’ Theorem, Circles, Surds, Standard Form,
Repeated Percentage Change, and Recursive Sequences for the first time. After
the June examinations, students start the GCSE course.
Teaching approaches:
Students are taught how to use and apply Mathematics. To this end, you will be
provided with numerous projects and challenging tasks. You will also use specific
computer software to aid your understanding of certain topics. The extensive
MyMaths software is also used for consolidating topics. Each week you may use
the laptops during lesson time throughout Key Stage 3. This facility is also
available at lunchtime.
How you will be assessed:
Students in Years 7 to 9 take unit tests after every two chapters of work.
There are two sets of internal examinations per year, one in the Autumn term
and one in the Summer term. In Years 7 and 8 this consists of one written
paper (Non-Calculator for Year 7 and Calculator for Year 8) and a mental
arithmetic test. In the Year 9 examinations there are 2 written one hour
papers, and a mental arithmetic test.
How you will be grouped:
Students are taught for the first term in Year 7 in 3 broad ability sets. This
setting will be fine-tuned after an exam in November of Year 7. You will be
taught in sets up to GCSE. However, students are tested regularly and
performance is carefully monitored. There are opportunities for students to
move sets if your teacher feels that it would be more appropriate for you to be
in a higher or lower set. There are usually 4 sets in Years 7 -9.
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House Competition:
Each student is assigned to one of the four houses: Arundel, DeLisle, Emery or
Leetham. Questions are posted every fortnight and entry forms are available
from the Maths Department. Students are encouraged to attempt the question
for their year group (as well as those set for any or all of the years above their
year group) and thus score points for their house.
Specialist equipment:
You will require a basic geometry set which should include protractor,
compasses, ruler, eraser, pencil, and at least two different coloured pens.
Calculator Policy:
Calculators are encouraged to avoid using a calculator, wherever possible,
until Year 8. Students are also encouraged to develop their understanding of
the processes involved in solving problems and be confident in performing mental
calculations. At the beginning of Year 8 it is recommended that each students
purchase the following calculator: Casio FX83 or 85GTPLUS. (these can be
purchased from the School tuck shop). These calculators will be used at Key
Stage 3 and at Key Stage 4 for GCSE.
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Modern Foreign Languages
What you will study:
In Years 7, 8 and 9 the majority of pupils will study any two languages from
French, German and Spanish. You will have two lessons per fortnight in each
language. You will continue to study your chosen two languages throughout Years
8 and 9.
French, German and Spanish
In Year 7, amongst other things you will learn how to introduce yourself, talk
about your family, likes, dislikes, School, hobbies, where you live and food.
In Year 8, you will build on the language you have already been taught and
revisit some of the topics you covered in Year 7, but this time you will go into
more detail and learn how to give your opinions and justify them. You will also
learn how to talk about your hobbies, holidays and other people.
In Year 9, you will continue to develop your listening, speaking, reading and
writing skills through a variety of topics, including:
Where you live
Meal times
Going out
Dreams and ambitions
Describing people’s opinions
How you will be grouped:
You will be taught in mixed ability sets or grouped according to your ability.
Teaching approaches:
You will be given a text book to follow. Your teacher will use the interactive
whiteboard and hand-outs. You will complete exercises to develop your
listening, speaking, reading and writing skills in every lesson.
You may also spend some of the time with one of the language assistants (real
French, Spanish and German people!) to practise your pronunciation and fluency.
How you will be Assessed:
You will be set tasks to do at home every week, which will be marked by your
teacher. You will also do end of unit tests at the end of each term to test your
progress in listening, reading, speaking and writing. In the Summer term you will
sit an examination in Listening, Speaking, Reading and Writing.
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Specialist equipment:
For your study of a modern foreign language (French, German and Spanish),
we recommend that you have a dictionary with you for all your lessons. The
one we recommend is the Collins Easy Learning Dictionary. You can buy these
from WH Smith or any good book shop.
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Music
What you will study:
Music in Years 7 to 9 is very much a practical subject and making music is at the
heart of every lesson. You will learn how to compose, arrange and perform music
in a range of styles and also listen to a wide variety of music to inspire your
work! In Year 7 you will learn how to compose melodies and how to use chords to
make songs. Year 8 begins with Rock and Roll music and teaches you how to make
arrangements for different instruments and how to develop your ideas further.
In Year 9 the lessons will give a good introduction to GCSE, focusing not only on
the practical skills, but also on analysis techniques.
Teaching approaches:
Music should be fun and there is an emphasis on enjoying the music that you are
performing or composing. You will have the opportunity to work on your own, as
part of a small group and as a whole class. During practical work you will be
expected to work independently and to set your own targets with help from the
teacher. Hopefully you will find that you are learning without realising how much
work you are doing!
How you will be assessed:
The course is divided into units, which last for half a term. In each unit there
will be a main composition or performance task that will be assessed at the end
of the unit. You will perform your piece at various stages during the half term to
give you confidence and to be given help and advice about how you could develop
it before the final assessment. You will also do a variety of listening work
throughout the unit that will be marked and graded. At the end of each half
term you will have the opportunity to complete your own self-assessment. In
Year Nine the assessment is similar to that used at GCSE.
How you will be grouped:
You will come to music lessons as a Teaching Group. This means that there will
be some people who have done a lot of music before and some who haven’t. Don’t
worry if you have never played an instrument before, you will be able to work at
your own level and will soon find that you are performing and composing with
everybody else!
Specialist equipment:
You won’t need any special equipment for music lessons. All of the instruments
(mostly keyboards and percussion) that you will need to use are available in
school. Those who have peripatetic lessons are strongly encouraged to gain
further experience by using your instrument in lessons. Apart from being
enjoyable, it will help your performing skills as well! Students are welcome to use
their own headphones for the times when keyboards are used.
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Religious Studies
What you will study:
As a Catholic School, Religious Studies is a fundamental part of our curriculum.
It is a compulsory subject for all students and each student will have five
periods of Religious Studies every fortnight. The aim of Religious Studies in
KS3 is for students to learn about and from religion, gaining a good grounding in
knowledge and understanding of religion as well as the ability to think about and
make important decisions based on this knowledge and understanding.
In Year 7-9 students follow schemes of incorporating key elements of the ‘The
Way, The Truth, The Life’ programme and also following the Curriculum
Directory prescribed by the Catholic Bishops of England and Wales. The
content focuses mainly on Christian concepts, with specific emphasis given to
the teachings of the Roman Catholic Church. Other world religions are also
considered in some detail.
The following topics are amongst those to be covered:
Year 7
- Antonio Rosmini and the Rosminian order
- The order of the Mass
- The importance of the Bible for Christians
- Stories and themes in the Old Testament (e.g. Creation, Abraham, Moses,
the prophets)
- Hinduism
Year 8
- The life, death and resurrection of Jesus
- Sacraments of Baptism, Confirmation, Reconciliation and Anointing of the
sick
- Holy Week and Easter
- The importance of Peter and Paul
- Islam
Year 9
- The history of Christianity (e.g. Persecution Celtic saints, the
Reformation, Christian unity)
- Sacraments of Marriage and Holy Orders
- The importance of the Ten Commandments in Christian life
- Justice and Poverty
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Teaching approaches:
Students will experience a number of teaching approaches. During Year 7, they
will develop skills to help them use the Bible. Such skills will be invaluable
throughout to develop their independent study skills, including using the Library
and ICT facilities. At the beginning of Year 7, the department will run a Year 7
Religious Studies day, during which students will be introduced to the main
aspects of the religious and spiritual life of the school.
Extra-Curricular Activities:
In Year7, all students are expected to go on retreat to the Briars in Crich,
Derbyshire, during one of the weekends in November. This is an excellent
weekend in which the students are involved in a number of team building
exercises and games as well as taking time to reflect.
Students will visit the Rosmini Centre on numerous occasions during their time
at Ratcliffe, providing them with opportunities for reflection. They will also take
part in a Class Mass each year and, during Lent, will walk and reflect on the
Stations of the Cross.
How students will be assessed:
Students will be assessed by examinations, class work and prep work.
Assessment will focus on knowledge, understanding and evaluation of religious
concepts. Students will also participate in self-assessment. By the end of KS3,
students should have a good grasp of religious concepts, giving them a good
grounding for preparing for the GCSE Religious Studies course in Years 10 and
11.
Equipment:
All students in Year 7 will be presented with a Bible, the cost of which is £7.99
and this will be added to the school bill.
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Science
In Years 7 and 8, you will be taught Science as one subject. The National
Curriculum QCA scheme of work is followed. In Year 9, you will be taught the
three separate sciences (Biology, Chemistry and Physics), as part of the first
stage of the GCSE course.
What you will study:
Year 7
‣ Cells and Reproduction.
‣ Environment, Variation and Classification.
‣ Acids and Alkalis and Chemical Reactions.
‣ Solids, Liquids and Gases.
‣ Energy resources.
‣ Electrical circuits.
‣ Forces and their effects.
‣ The Solar System and beyond.
Year 8
‣ Food and Digestion.
‣ Respiration.
‣ Microbes and Disease.
‣ Ecology.
‣ Atoms and Elements.
‣ Compound and Mixtures.
‣ Rocks and Weathering.
‣ Heating and Cooling.
‣ Magnets and Electromagnets.
‣ Light, Sound and Hearing.
Teaching approaches:
You will work individually during lessons but for most practical sessions you will
work in small groups. You will have the opportunity to use data logging equipment
and also use the computer rooms to carry out your own research when working
on projects. At times, you will produce wall displays and also have the
opportunity to spend time on scientific investigations with some of the topics
studied.
How you will be assessed
Your classwork and preps will be regularly marked for effort and attainment. At
the end of each topic you will have a unit test and there will be class tests and
internal examinations to monitor your knowledge and understanding of the work
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you have covered. The scores you achieve in these tests will also have a KS3
National Curriculum level awarded.
How will you be grouped
You will be taught in your teaching groups in Year 7. Each group is a mixed
ability group and each group is taught by one science teacher. In Year 8, Science
is taught in ability groups, and there are two higher sets and two lower sets.
Specialist equipment
When carrying out practical work where chemicals or dissections are involved
you will be expected to wear protective laboratory aprons and safety goggles.
We provide these. You should always carry with you basic school equipment i.e.
pens (blue or black), pencil, rubber, ruler and a pencil sharpener; it is also useful
in Science lessons to have a calculator.
What you will study:
‣ IGCSE topics:
Year 9 Biology
o Characteristics of living organisms
o Variety of living organisms
o Organisation of cell structure
o Biological molecules
o Movement of substances
o Nutrition and Respiration
Teaching approaches:
You will be taught in sets and will work individually, but also work in small groups
for some of your practical lessons. You will be given the opportunity to do
individual scientific investigations, which involves planning exercises, carrying
out the practical investigation and analysing your data. Some of the work you do
will involve carrying out a short research study on a particular topic, and will
involve work in the library as well as in the computer room. You will give a short
presentation of this work to the rest of the class.
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What you will study:
‣ IGCSE topics:
Year 9 Chemistry
o States of matter
o Elements, Compounds and Mixtures
o Atomic structure
o The Periodic Table
o Acids, Alkalis and Titrations
o Reactivity series
Teaching approaches:
This is a practically based course that incorporates the use of ICT such as data
logging. Students work both individually and in groups. They also carry out their
own research at times using the library and computer rooms. They prepare wall
displays and do mini presentations to the class.
Year 9 Physics
What you will study:
‣ IGCSE topics:
o
o
o
o
o
o
o
Conduction, Convection and Radiation
Energy Transfers and Efficiency
Gravitational Potential Energy and Kinetic Energy
Speed and acceleration
Motion graphs
Forces and their effects
Waves
Teaching approaches:
You will receive clear instruction on the basic facts and principles of each topic.
You will have plenty of practice in answering questions on the topic in order to
develop your understanding. Numerical calculations and graphical analysis will
play a significant role in some areas of the course. Most of the topics will
involve a series of experiments that you will carry out, particularly in the topic
of forces and motion. You will have an opportunity to explore additional aspects
of each topic for yourself. Many lessons involve varied activities pursued in small
groups.
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How you will be assessed in Biology, Chemistry and Physics:
You will have end of unit tests regularly throughout the year. There will be an
end of year test covering all the work studies in each subject.
How you will be grouped:
In Year 9 all of the teaching groups are in sets. Test results will be recorded
and used to decide current, and future, setting in Science.
Specialist equipment:
When carrying out practical work where chemicals or dissections are involved
you will be expected to wear protective laboratory aprons and safety goggles.
We provide these. You should always carry with you basic school equipment i.e.
pens (blue or black), pencil, rubber, ruler and a pencil sharpener; however, in
Year 9 we would expect you to have a protractor, compass and a calculator.
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Sport
Sport plays an important role in the life of every Ratcliffe student. We believe
that providing quality and varied sporting opportunities is essential in an active
day and boarding school, both for health and fitness reasons as well as the sense
of achievement and value that active participation and successful competition
bring.
We actively encourage as many students as possible to represent the School in
whatever capacity and at all levels and not simply promote the most able. This
however, does not compromise our desire to fully extend our most talented
performers and enable them to play at the highest possible standard.
What you will study:
In Years 7 and 8, we introduce you to a wide variety of activities. You will have
7 Sports lessons over the course of two weeks. Five of these will be games
lessons and two will be PE lessons with girls and boys taught separately.
Games lessons – Years 7 and 8
Autumn Spring Summer
Girls Hockey and Netball Hockey and Netball
Tennis and
Rounders
Boys Rugby and Hockey Rugby and Hockey Cricket and Tennis
PE lessons - Year 7 (the order of these may not be exactly the same.)
Girls & Boys
Autumn & Spring activities
Swimming
Gymnastics
Badminton
Orienteering
Summer
Athletics
PE lessons - Year 8 (the order of these may not be exactly the same.)
Girls & Boys
Autumn & Spring Activities
Handball
Health Related Fitness
Swimming
Team Building Activities
Summer
Athletics
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Year 9
Throughout Year 9, the main focus is on the major games and you will have five
lessons a fortnight. These are Hockey (autumn), Netball (spring) and
Tennis/Rounders (summer) for the girls, whilst the boys will have Rugby
(autumn), Hockey (spring) and Cricket in the summer term. There will also be
opportunities to do, Badminton, Swimming, Fitness, Handball, Trampolining and
Volleyball.
What else is available to you?
In addition there are various Extra-Curricular clubs to which you can participate
in. These take place during prep and an activity timetable is displayed on the
games notice boards and sent out in the termly mailing. You will hopefully be
selected to represent the school in one of the major games in one of the teams
each term. Matches take place during the week, Saturday mornings and
afternoons with team practices taking place during prep time. Those selected
are expected to play.
Specialist equipment:
It is essential that you bring the correct kit on the right day. All items should
be clearly labelled and it is advisable that this is done on the inside and outside
of sports shirts collars. All hockey sticks, tennis rackets and cricket bats
should also have your name on them. A full sports kit list can be found in your
parents’ handbook.
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Personal, Social, Health and Citizenship Education
Aims and Objectives
1. To prepare you for life after school in a time of increasingly accelerating
social, moral and economic change.
2. To help you develop a greater sense of understanding and empathy towards
other people in the school.
3. To assist you in developing awareness of your responsibility to yourself,
others and the school.
4. To encourage you to examine and evaluate your attitude towards important
social issues.
5. To foster a greater sense of security, co-operation and achievement at
school.
6. To help foster the Christian ethos of the school.
7. To help you explore your own performance, feelings and attitudes and
values; thereby fostering the development of a positive self-image amongst
the students of the school.
8. To work towards the improvement of each students’ academic performance
throughout all areas of the curriculum.
9. To increase awareness of issues on the world-wide stage and promote a
caring and sympathetic approach to the plight of others less fortunate
than the members of this school.
What you will study:
All students in Years 7, 8 and 9 follow a Personal, Social, Health and Citizenship
Education Programme, which is taught through the fortnightly PSHCE lesson.
Teaching approaches:
For the formal PSHCE lesson (one per fortnight) you will be taught in tutor
groups. There will be plenty of opportunities for whole class discussion and also
small group discussions. You will be involved in role-play exercises, working in
small groups to produce display and poster work. Sometimes there will be
visiting speakers who will come to talk to the year group or to form groups on
specialist topics, for example, Road safety, Relationships, Alcohol and Drugs
Education.
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These are some of the topics covered during Years 7, 8 and 9:
Year 7
• Friendship
• Puberty
• Healthy Lifestyles
• Bullying
• Relationships & tolerance
• Rights & responsibilities
• Careers
• Exploring Personal Strengths
Year 8
• Keeping fit, eating healthily, body image
• Relationships & diversity
• Bullying
• Drugs Education
• Young people & the law
• Our environment
• Careers
• Exploring the world of work
Year 9
• Drugs and alcohol
• Stereotyping & prejudice
• Government & democracy
• Crime & punishment
• Careers
• Options and qualifications
• Social Relationships
• Social Media
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Careers Education & Guidance
In Years 7 and 8, ‘Careers Education and Guidance’ is taught on a formal basis to
meet statutory requirements through the PSHCE programme and through
Careers lessons within tutor time. Students in Year 7 and 8 are introduced to
different types of work places and industries; through exploring ideas with their
tutors, researching online resources; and through guest speakers.
In preparation for GCSE “Option Choices” during Year 9, students are
increasingly encouraged to use the resources available to help them understand
where their choices may lead. Students also attend a presentation evening,
which focuses on informing students about their proposed GCSE subjects. This
provides students with the knowledge to access the information necessary to
make “informed choices” regarding their future. Students are introduced to
business and finance through the Enterprise Day in activities week.
Example resources applicable to Years 7-9 are:
The national Careers Service an on-line system listing hundreds of different
jobs and occupations, as well as offer support writing C.V.s and applications.
Plotr – an interactive careers guidance site.
Miss Spencer is the School’s Careers Coordinator, with whom individual or group
meetings can be arranged with during lunch or breaks to provide further
tailored guidance.
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Assessment Policy
Why we have assessments:
To give information:
o To you about your performance.
o To your parents on your progress.
o To the teachers about his/her teaching strategies and their
effectiveness.
To identify underachievement and improve standards.
To recognise achievement and so motivate students and develop self
worth
To inform personal targets.
How you will be assessed:
Your teachers will base assessments on objective evidence. Most of these will
be formative so that areas for development can be identified and you can be
given guidance for improvement. There will be a variety of assessment
opportunities, e.g. essays, short and long answer written responses, tests,
School examinations, oral work, observations and practical work.
At specific times, there will be summative assessments to allow recording and
reporting of overall attainment. (School Reports, Studies Cards, School
Examinations and End of Key Stage assessments.)
School Examinations
Tests are routinely set in lessons during the year to assess knowledge and
understanding. In Years 7 to 9, each Year group will have class tests in the
autumn term and formal examinations towards the end of the academic year.
School tests and examinations will be recorded as a percentage and given an
attainment grade based on the categories as set out over page. In some of your
subjects you will have tests at the end of each unit of work. For more
information about this, please refer to the individual subject details (in the
Academic section).
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Studies Grades
These will be reported at appropriate times in the year (about every half
term, unless you have a full school report)
In Years 7 to 9 they will be recorded as:
A number grade for each of the following categories:
o Effort in class (see guidance notes below)
o Effort out of class (see guidance notes below)
A letter denoting attainment grade (see guidance notes below)
When Studies Grade Assessments have been given, your subject
teachers, Heads of Department, Tutors and Heads of Year and
Boarding Housemaster/Mistress (in the case of boarders) will
review studies assessments. They will then decide on any follow up
action that is needed. For example:
o Follow up action
a) A postcard will be given by the Headmaster:
- to students who have outstanding achievement.
- to students who have shown a significant
improvement in their grades.
b) A small number of students will be invited to a
celebration lunch hosted by the Headmaster or Senior
Deputy Head.
c) Students achieving poor grades or students who are
underachieving will be interviewed by the Head of Year
who will decide on the most appropriate strategy (with
the involvement of a Deputy Head as necessary).
Parents will be informed.
Guidance notes for Studies Grade Assessments
Effort and Attainment is assessed in all years (except for the first assessment
in Year 7 where only effort is recorded)
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Criteria for Assessment of Effort In Class
‣ The starting point for all students should be the Satisfactory column
Then, to be awarded:
‣ ‘Consistent’ or ‘Inconsistent’, students must fulfil at least three out of the five respective criteria.
‣ ‘Outstanding’, students must fulfil all of the criteria for ‘Consistent’ plus at least three of the ‘Outstanding’ criteria.
‣ ‘Cause for Concern’, students must fulfil all of the criteria for ‘Inconsistent’ plus at least three of the ‘Cause for Concern’ criteria.
Outstanding = 5 Consistently good = 4 Satisfactory = 3 Inconsistent = 2 Cause for Concern = 1
Behaviour in lessons is
exemplary, generating an
infectious enthusiasm for
learning.
The student is proactive in
making positive contributions
to lessons.
High levels of commitment
are shown to learning.
There is the ability to work
independently, taking
responsibility for their own
learning.
The presentation of work is
always of a very high
standard.
Behaviour in lessons is of a
consistently high standard,
enabling a purposeful
working atmosphere.
Always participates
constructively in group work
and class discussion.
Set work is always
completed to the best of
their ability.
Instructions are carefully
followed and the student is
fully engaged in lessons.
Care and pride are always
taken in the presentation of
work.
Behaviour in lessons is
usually of a good
standard, contributing
to a satisfactory
working atmosphere.
Usually participates
constructively in group
work and class
discussion although, may
require prompting.
Set work is usually
completed to the best
of their ability.
Usually follows
instructions in lessons
and remains on task.
Care and pride are
usually taken in the
presentation of work.
Behaviour in lessons is
inconsistent and can
sometimes disturb the flow
of the lesson.
Makes little contribution to
the lesson and/or
contributions to the lesson
are not always constructive.
Work is often not always
completed to the best of
their ability.
Instructions are not always
followed /promptly and
reminders are needed to
stay on task.
Care and pride often not
shown in the presentation of
work.
Behaviour regularly
interrupts the flow of the
lesson, therefore, impacting
negatively on the learning of
others.
Contributions to lessons are
often not appropriate.
Work is rarely completed to
the best of their ability.
Demonstrates little ability
to work without supervision.
Care and pride are rarely
shown in the presentation of
work.
.
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Criteria for Assessment of Effort Out of Class
‣ The starting point for all students should be the Satisfactory column
Then, to be awarded:
‣ ‘Consistent’ or ‘Inconsistent’, students must fulfil at least three out of the five respective criteria.
‣ ‘Outstanding’, students must fulfil all of the criteria for ‘Consistent’ plus at least three of the ‘Outstanding’ criteria.
‣ ‘Cause for Concern’, students must fulfil all of the criteria for ‘Inconsistent’ plus at least three of the ‘Cause for Concern’ criteria.
Outstanding = 5 Consistently good = 4 Satisfactory = 3 Inconsistent = 2 Cause for Concern = 1
Will always ask for help
before the lesson when
completing prep, if in
difficulty
High levels of initiative
shown in responding to the
tasks.
High levels of commitment
are shown to completing
tasks.
The presentation of work is
always of a very high
standard.
Generally asks for help
before the lesson when
completing prep, if in
difficulty
Prep tasks are always
tackled thoroughly
Prep is always completed to
the best of their ability
Prep is always handed in on
time
Care and pride are always
taken in the presentation of
work.
Seeks help when
necessary to help
complete prep to the
best of ability.
Usually attempts all of
the tasks set for prep.
Prep is usually
completed to the best
of their ability.
Prep is usually handed in
on time, unless there is
a valid reason
Care and pride are
taken in the
presentation of
satisfactory work.
Very occasionally might ask
for help with prep when in
difficulty
Often prep handed in is
incomplete
Prep is not always completed
to the best of their ability.
Prep is not always handed in
on time with no valid reason
Care and pride often not
shown in the presentation of
work.
Never asks for help with
prep when in difficulty and
does not follow up work
Prep tasks are rarely
tackled appropriately
Prep is rarely completed to
the best of their ability.
Prep is rarely handed in on
time
Care and pride are rarely
shown in the presentation of
work.
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Categories for Attainment
Students in Years 7, 8 and 9 are awarded attainment grades as outlined below:
The ‘expected standard’ refers to that of a Ratcliffe College student, which will
be above National Standards. It does not refer to the ‘expected standard’ of an
individual student.
Well above the expected standard
Above the expected standard
Meeting the expected standard
Below expected standard
Well below the expected standard
A
B
C
D
E
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Extra-Curricular
Activities
This section provides information about the various extra-curricular activities
that are available to you. Remember that we are aiming to develop you to your
full potential, which means not just academically but in other ways; taking
advantage of extra-curricular activities is a way of doing this.
Our vision at Ratcliffe College is to educate
young people in the spirit of the Gospel and the
traditions of the Catholic Church, seeking to
nurture the God-given talents and potential of
each individual in order that each one may
become a confident, responsible and useful
member of society.
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The Extra-Curricular Programme
Remember that
education
continues
beyond the
classroom!!
Our extra-curricular programme widens the
experience available to you and gives you the
opportunity to try something new.
When do the activities take place?
Activities take place at lunchtimes, after school, in the evenings and at
weekends. Miss Stafford, Extra-curricular activities coordinator, is responsible
for the programme. A termly schedule of events is produced which is circulated
to parents at the start of each term, and activities usually begin in the first
week of term.
Sporting and Music
practices start as soon as
possible though!
A weekend programme of activities is also provided, aimed primarily at
boarders. However, day students can participate in these activities where
possible.
Details of the weekend
activities are circulated
at the start of each
term.
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What are the extra-curricular activities?
See
activities
notice
board for
details
There are a number of clubs and societies meeting
regularly during the term. These may include Chess,
Science Club, Music, Sports, Debating Society, Drama,
and others. We encourage you to join at least one of
these; in addition the games staff will announce sports
options at the beginning of term. Enrolment takes
place during the first week of term. Some of these
clubs take place at lunchtime; others will run after
school during prep time and on a Saturday morning, or
afternoon.
You will have to do your
prep at home.
Sport
The Games staff will announce sports and other options to
the students at the beginning of term. Students chosen to
represent the school by playing in a school team are
expected to play on Saturday afternoons and during the
week as required as well as attending the weekly training
sessions after school. Your Parents are asked to support the
great sporting traditions of Ratcliffe by ensuring that you
are available to play for the school if you are chosen.
If, due to unforeseen circumstances, a student
is unavailable for a match a letter must be
sent to The Director of Sport at least 2 weeks
days in advance to allow time for a substitution to
be made.
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Physical education plays an important part in the extra-curricular programme.
These are the two main aims of the extracurricular
sporting programme.
What are the sports that you can play?
The major sports teams include:
Rugby, Girls’ and Boys’ Hockey, Netball, Cricket, Tennis, Rounders, Swimming and
Athletics.
Ratcliffe has a strong reputation for the
quality of its sports teams and all
students are encouraged to join in.
When do team practices take place?
These take place after school during prep time. Inter school fixtures take place
on Saturday mornings and afternoons.
Occasionally there are mid-week
matches.
What are the other sports?
There are other sports for you to
enjoy from badminton to cross
country running, Life Saving and
swimming training. Whether or not
you are a beginner, an expert or keen
to learn and improve, you are welcome
to try any or all of the activities.
Although the evening activity
programme is aimed mainly at the
boarders, there is nothing to stop day
FACT! Physical exercise
is extremely beneficial
for those who wish to
succeed in their studies,
and the facilities at the
school allow plenty of
opportunities for students
to get involved with the
busy sporting programme.
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students joining in. Students in Years 7-9 cannot use the Fitness Suite during
extra-curricular time, but will use this facility during their PE lessons.
House Competitions
Students are allocated to a House when they join the
school. Each House is overseen by a House Guardian who
is a member of the teaching staff. The main purpose of
the House system is to provide the structure for an
annual competition for house points, in various activities.
Competitions of an academic, sporting and artistic
nature take place throughout the school year. These competitions all count
towards the House Shield, which is awarded annually. All students are
encouraged to take part in House competitions during the year as part of your
commitment to the extra-curricular programme.
Combined Cadet Force
Students from Year 9 upwards are invited to join the Combined Cadet Forces
section of the school. It meets every Tuesday evening and on occasional
weekends. There are Field Days, involving visits to Army training areas, and
regular opportunities for RAF cadets to go flying.
The CCF has an Army and RAF section. Open up new
and exciting challenges for yourself, take on positions
of responsibility and improve your leadership skills.
Become involved in learning how to operate a store and
other administrative tasks, or planning and taking
lessons on the ‘recruit’ or ‘advanced’ courses. Older students can complete a
BTEC award, equivalent to four GCSE passes.
The CCF can be linked into the Duke of Edinburgh’s
Award Scheme as many of the skills overlap.
Throughout the year there are opportunities to
participate in hill walking, rock climbing, canoeing,
sailing and other skills such as military exercises,
first aid and the use of radios, to name but a few.
The Combined Cadet Force is not just for those interested in a military career -
it is for everyone.
Duke of Edinburgh’s Award
The Duke of Edinburgh’s Award Scheme is open to all students in Year 9 and
above once they have reached the required starting age. It is a programme for
young people that is known throughout the world. There are three levels to the
programme, Bronze, Silver and Gold. At each level, you choose activities from
four sections – Service, Skills, Physical Recreation and the Expedition.
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Individual challenge is the essence of the Award, requiring assessed
improvement from your own starting point.
You will set your own goals and be accredited for each section. The scheme
offers the chance to participate in a range of interesting, challenging and
worthwhile activities. You could become a thespian, lead a team through
hazardous country, score goals for the county, spend a week on the high seas, or
make a real difference to the lives of others. Students are encouraged to
develop their existing interests and to try new ones. The opportunities are
endless. In taking part in the Duke of Edinburgh Award, you learn by
experience the commitment, enterprise and effort required for success,
discovering a great deal about yourself, and come to appreciate the enjoyment
of working with, and for, other people.
This is very worthwhile activity and you are strongly encouraged to take
advantage of the many benefits offered by the Award.
Music
The Music Department offers many opportunities for students to participate in
musical activities, whether you are studying music or not. Students chosen to
represent the school by singing in a choir or playing in an orchestra are expected
to attend weekly practices and perform when requested to do so.
The school choir sings a wide range
of music and, in addition to concert
performances, works closely with
the Chaplaincy team in preparing
music for special services.
You don’t have to be
able to read music,
you just need to enjoy
singing and be
enthusiastic.
Senior Orchestra rehearses on
Fridays from 4.40 to 6.10pm. The
Senior Orchestra offers the
opportunity for instrumentalists to
perform a varied and often
challenging programme of music.
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The Orchestra, Wind band and Brass Ensemble cater for musicians of all
abilities and encourage students to enjoy playing music with other people; they
also rehearse weekly throughout the year.
In addition to ensemble work, the Music Department offers opportunities for
soloists to perform at many school functions. These include recitals in the
autumn and the spring terms, and the ever-popular Picnic Concert in the summer
term. Alongside the main ensembles, the department encourages students to
form and rehearse their own groups using the department facilities during lunch
and prep times.
Musical events
Chamber Concert
This is held in the Music Hall during the last week before October half term and
gives the opportunity for students who have reached a high standard on their
instrument to perform a more extended programme than would be possible in a
larger concert. There is a buffet after the concert.
Carol Services
The Choir and Senior Band perform a range of music for these occasions,
ranging from traditional and established carols to music that has been composed
especially for the occasion.
Spring Concert
This is held in the Theatre during the week before February half term and
provides a showcase for the major school ensembles (e.g. Choir and Senior Band)
as well as other smaller groups/bands and selected soloists.
Picnic Concert
This is a major event in the school calendar. A marquee is erected and parents
and students are invited to bring a picnic to eat during the evening. The evening
tends to be fairly informal in style and allows an opportunity for the school’s
musicians to demonstrate their talents in a wide range of musical styles.
House Music Competition
The House Music Competition exists to promote the involvement in
and enjoyment of music within the widest school community, with each
student participating in a way and at a level commensurate with their
skills and experiences. It allows a sharing amongst students of their musical
interests and talents and encourages them all to come together in friendly
competition. It is also intended to give increased credibility to music within the
school and to encourage a wide range of music making, both on an individual and
group basis and formally and informally.
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Score a Point
All students are encouraged to enter this competition to score a point for their
House. The minimum requirement is to sing the equivalent of one verse of a
short song. This competition takes place in the spring term.
Instrumental Music Lessons
Students can have instrumental music lessons for which there is an additional
charge. These are offered in Piano, Voice, Woodwind, Brass, Strings, Guitars
and Percussion/Drums. A letter giving details of these lessons is sent to your
parents during the summer holiday.
Drama
There are many opportunities for you to become involved with
Drama. Drama is part of the curriculum in Years 7 to 9. Plays
and performances are put on regularly in the school’s theatre,
either within Year groups or across the whole school. There is
also a Whole School House Drama Competition which takes place in the Spring
Term Sports Hall.
The productions might be small-scale, one-act plays which students are
performing as part of their examination syllabus, or large-scale productions,
either for year groups or for students across the age ranges.
Rehearsals take place during lesson time, for drama students, and at weekends
in the run up to the performance. The Drama club also helps out with backstage
management and technical support in other school productions.
All productions, whatever their size, require a cast, a technical crew, a stage
crew and lots of helpers. The skills of the theatre are skills that can be used
well beyond school and all students can take advantage of the busy drama
programme to make a valuable contribution.
Chaplaincy Group
You can join the Chaplaincy Group, which is run by our Chaplain, Mr Michel. The
group help to organise the School Masses and Assemblies. The team work
together to use their talents in music, art, drama, dance and
communication skills to enhance and enrich the liturgies and
services. Anyone can be a member of this group; you do not
have to be a Catholic. It is a wonderful opportunity for you to
make a contribution to the life of the School.
Go4Set
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If you are interested in Science, the Go4Set scheme allows you to pursue your
interest through a programme of research and presentation. It encourages you
to find creative scientific solutions to problems you want to investigate. Not
only is this an interesting activity, it also helps you to develop the skills you need
to study Science.
English-Related Activities
There is a possibility for you to take part in a range of activities associated with
the English Department. Theatre trips and drama play a significant part in the
life of the English Department, and students are also given the opportunity to
experience a variety of workshops given by outside speakers and groups.
For those who do not wish to be on the stage, encouragement is given to get
involved with the technical side of theatre, by helping with lighting, make-up or
sound.
Debating Club is extremely popular and, for those who are interested in Public
Speaking, there are various external competitions, which the school is invited to
enter. The English Department is always looking for willing participants.
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Clubs and Societies
There are many clubs and societies that operate in the school. The Clubs and
Societies on offer vary each year according to the particular expertise of staff
or according to the particular interests of students. For example, opportunities
have existed recently for students to play chess or table tennis, to practise golf
on the school’s own mini-course, to join a Comedy Club or to watch historical
films.
There are lots of things going on!
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Boarding at Ratcliffe
Academic
Boarding
for a
balanced
life
Extra-curricular
Social
For most children as they move up through the school, boarding can be a hugely
enjoyable, enriching experience. Living in fully refurbished accommodation in
the main school building gives our boarders ready access to academic and extracurricular
facilities during the evenings and at weekends. With no need for
commuting between home and school, boarders have more time: for the academic
study so crucial to exam success, for activities and for socialising with friends.
Maturity
&
Commitment
Challenges
&
Opportunities
Boarding for
Personal
Development
Access to
facilities
Confidence
&
Independence
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“There is a homely atmosphere in
boarding; it is good to have your
friends around you all the time;
boarding is like having an extended
family; you can ask the older
students for advice.”
“The quality of the boarding staff is
exceptional; they are very friendly and
there is a good relationship between the
staff and the students; you can see lots
of different staff in the evenings and at
weekends, to talk to them about work or
other matters.”
“Boarding makes you
independent; it really
helps your personal
development.”
"It's one big
sleepover with a
routine - one big
family."
Quotes from
our Boarders
"Everyone knows
everyone else."
"I think more
people should
board!"
“You can take part in lots of
different activities; you don’t get
bored because there is always lots to
do; you can get lots of work done in
prep and quiet hour.”
"A universal,
cultural
experience."
This short article can do
little more than give a
flavour of boarding at
Ratcliffe. What it cannot
convey is the positive,
family atmosphere that
pervades the community,
the very high standards of pastoral care maintained by our dedicated boarding
staff team and the way in which boarding students of all ages relate so
positively with each other. Each of our past four inspections has rated the
strength of our boarding community and our provision for boarders as
‘outstanding’ or ‘excellent’. We offer Full, Weekly, Part-Time and Occasional
Boarding and free Boarding Taster sessions – come and give it a go!
122