Curriculum Guide April 2026 (1)

ST ALBANS SCHOOL
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CURRICULUM
GUIDE
2025/26

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ST ALBANS SCHOOL
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WELCOME TO OUR
CURRICULUM GUIDE
INTRODUCTION 5
ART 6
CLASSICS 8
COMPUTER SCIENCE 11
DESIGN & TECHNOLOGY 12
DRAMA 14
ENGLISH 16
FUTURES PROGRAMME 18
GEOGRAPHY 20
HISTORY 22
MATHEMATICS 24
MODERN FOREIGN LANGUAGES 26
MUSIC 28
PHYSICAL EDUCATION 30
GAMES & SPORT 32
RELIGION, PHILOSOPHY & ETHICS 34
SCIENCE 36
SCHOOL-DESIGNED COURSES 38
THE LIBRARY 43
LEARNING SUPPORT 44

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INTRODUCTION
Our curriculum is intellectually ambitious
and deliberately designed to cultivate
scholarship, curiosity, and independence of
mind. It extends well beyond the demands of
public examinations, equipping pupils with
the depth of knowledge, analytical precision,
and intellectual resilience required to thrive
in higher education and in an increasingly
complex world.
We place equal value on the acquisition of rigorous academic knowledge and the
development of learning behaviours, such as questioning and critical evaluation
that underpin genuine learning and allow pupils to thrive. Our curriculum is
continually reviewed and refined in response to developments in universities and
the world of work, ensuring that it remains both relevant and appropriately
challenging.
In the Middle School, pupils follow a distinctive and innovative combination,
made up predominantly of GCSEs in addition to a range of school-designed
courses, such as 'Global Challenges', introducing them to methods of enquiry and
independent study more commonly associated with undergraduate learning. This
approach fosters intellectual confidence and a willingness to engage with
complexity ideas.
In the Sixth Form, a broad and demanding academic programme, complemented
by the Extended Project Qualification (EPQ), enables pupils to pursue subjects in
depth and to undertake substantial independent research. By the time they
leave, pupils are not only exceptionally well prepared for the next stage of their
education, but are also equipped with the intellectual discipline and curiosity that
will sustain a lifetime of learning.

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ART
The Art Department fosters a spirit of
creativity by encouraging pupils to be
adventurous, open-minded, thoughtful,
diverse in attitude, respectful of tradition
and artistically curious.

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The Department contains two general purpose studios and a dedicated ceramics studio. On the
techniques. In addition, there is a suite of computers and a well-stocked Art Library.
Art Clinics are held on two evenings per week after school for GCSE and A Level pupils. Pupils can
attend these sessions to explore the subject further.
LOWER SCHOOL AND THIRD FORM
All pupils study Art in the First and Second Forms and many opt to continue in the Third Form.
Pupils have the opportunity to work in a variety of media, including painting and drawing,
printmaking, ceramics and sculpture. Drawing is seen as an important discipline and pupils are
encouraged to explore the world around them through primary and secondary observational
drawing. The work of other artists is also studied, and pupils are introduced to contextual studies
to support their practice. Art Clubs are held once a week after school and pupils can attend these
sessions to explore the subject further
GCSE
The exam syllabus comprises a coursework element along with a timed exam. Pupils are
encouraged to take creative risks, develop a range of techniques and work in a variety of media.
A LEVEL
At this level, pupils are expected to work independently on individual projects. Candidates receive
guidance on ways they can develop their ideas, and instruction is given on a range of advanced
techniques. Guidance is also given on portfolio selection for those intending to study Art,
Architecture and Design at university.
EXHIBITIONS
Artwork produced by pupils is exhibited around the School, in corridors and classrooms, with
changing exhibitions in the space outside the School Library. Every summer we hold a Summer
Exhibition of selected GCSE and A Level examination work.
GALLERY VISITS
The Art Department arranges a variety of trips to galleries in London and nearby locations. There
are also regular trips abroad to European art centres such as Paris, Amsterdam and Berlin.

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CLASSICS
St Albans School is the perfect setting for pupils
to explore the origins of democracy, literature,
and drama as they dive into the world of the
Greeks and Romans. Embarking on this linguistic
journey enables them to make etymological
connections with modern languages and analyse
the importance of language and rhetoric to
manipulate, persuade and inspire.

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allows pupils to access Classical literature
and understand ancient values, mores, and
cultures, including ideas of love and society.
modern world by comparing it with the Classical
one, exploring themes such as xenophobia,
misogyny, and imperialism - concepts still
relevant today.
LOWER SCHOOL
By studying the life of Caecilius and his
family in Pompeii through the Cambridge
fundamentals and learn the concepts of an
and English-to-Latin exercises develop linguistic
his household through daily life - shopping in
the Forum, relaxing at the baths, theatre, and
amphitheatre. They sharpen analytical skills by
explore Pompeii and its cosmopolitan residents.
In the Second Form, pupils leave the Bay of
Naples for Mount Olympus. The de Romanis
textbook continues their language development
and uses archaeology, inscriptions, literature,
and sculpture to explore the lives of heroes
and gods. They investigate Roman views on
these “immoral immortals,” developing skills in
analysis, critical thinking, and evaluation.
THIRD FORM
Pupils continue Latin with de Romanis Book II,
combining deeper grammatical knowledge with
empire. They practise translation using GCSEstyle
passages and vocabulary while learning
Roman history. They study how Romulus,
the mythical and fratricidal founder, led to
the monarchy, and how rhetoric and military
success shaped leadership. They examine
the failures of Cicero and Julius Caesar, which
allowed Augustus to rise, using propaganda and
innovation to establish his empire.
GCSE
Pupils can choose Latin, Greek, or both for
GCSE. The courses have the same structure,
equally split between language and literature.
Pupils strengthen translation, grammar, and
syntax, and translate from English into Latin or
Greek. Two literature papers, verse and prose,
feature authors such as Ovid, Virgil, Tacitus,
Pliny, Homer, Euripides, and Herodotus. Pupils
develop strong literary analysis skills through
these texts.
A LEVEL
pupils continue studying both language and
literature. They enhance their linguistic skills
and engage in translation, comprehension,
and literary analysis, including scansion. They
and how political and social contexts shaped
texts. Authors studied include Virgil, Ovid,
Cicero, Tacitus, Livy, and, for Greek, Sophocles,
Euripides, Aristophanes, Homer, Herodotus,
and Xenophon.
Classical Civilisation is another A Level option,
focusing on literature in translation and the
ancient world’s history and culture. Pupils
read drama, comedy, tragedy, and philosophy
and study visual and fragmentary evidence.
The course comprises three modules: Greek
Theatre, The World of the Hero, and Love and
Relationships, equipping pupils with tools for
they challenge preconceptions and grow as
independent, analytical learners.
HYLOCOMIAN SOCIETY
on opportunities. In KS3, pupils interact with
Roman soldiers and explore artefacts from
Verulamium. Older students enjoy theatre trips,
visiting speakers, exhibitions, and museum
outings. They present symposia, publish
the Classical magazine Vox Populi, perform
at Classical soirées, and inspire younger
pupils through Classics Club’s creativity and
innovation. Legendary trips to Italy and Greece
alternate yearly.

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COMPUTER SCIENCE
(from Third Form)
Computer Science is the study of how
computers and computer systems work, how
they are designed and programmed, how to
apply computational thinking and how to make
best use of information technology.
Our curriculum has been designed to be accessible to all pupils, regardless of their experience of
Computer Science prior to joining the school. We take a rigorous and academic approach which
aims to give all pupils a strong foundation from which they can progress to an IGCSE and A Level,
if they wish.
Pupils who choose to study of Computer Science in the Third Form develop their understanding
with topics such as algorithms, text-based programming and computer architecture.
Study units include:
• Algorithms
•
• Physical Computing
• Programming
• Computer architecture
• Cybersecurity
• Web design and development
Co-curricular Clubs:
• Middle School enrichment sessions
• Competitions Challenge Club
• Raspberry Pi Development Club

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DESIGN AND TECHNOLOGY
Design and Technology (D&T) prepares
pupils to participate in tomorrow’s rapidly
changing technological world.
The subject develops pupils’ skills enabling them to become autonomous
and creative problem solvers, working as individuals and members of teams,
examining the needs and opportunities for design and responding to them
by developing a range of ideas and making products and systems. The
combination of practical skills and an understanding of aesthetics, along with
social and environmental issues, function and industrial practices allow them
to evaluate past and present design and technology along with its uses and
and discriminating and informed consumers or users of products.

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LOWER SCHOOL
lesson a week to experience a wide range of
processes, materials and strategies, establishing
a foundation of skills which they can apply to
all areas of problem-solving. Through short and
longer-term tasks, the course will develop their
communication skills, design awareness, CAD/
CAM and manufacturing skills. The subject links
many of the other subjects studied across the
curriculum and to be successful, pupils must
incorporate knowledge and understanding
from areas such as Maths and Science, Art and
the Humanities.
THIRD FORM
At this stage, the subject becomes optional,
with those who choose to continue their study
of D&T visiting the Department twice a week.
These pupils will complete modules closely
related to the GCSE courses undertaken at the
next stage.
GCSE
Those who have studied D&T in the Third Form
may opt to take on the GCSE course in Product
Design. They will study for three periods a
week covering the theory aspect, along with the
completion of coursework which accounts for a
A LEVEL
Product Design extends through to A Level.
The course is linear, with the Lower Sixth
year being used to extend pupils’ knowledge
and understanding of the theoretical aspects
of the subject. Pupils will also have the time
FACILITIES
The Department has comprehensive design and
workshop facilities. Pupils have access to an,
design studios with ICT and CAD facilities and
multimedia workshops where most materials
can be cut, shaped, formed and joined. We still
make use of our traditional facilities such as
lathes, mills, casting and heat treatment areas
but have also invested in Computer Aided
Manufacturing (CAM) systems. Pupils have
access to a CNC router, laser cutter and several
3D printers.
D&T AT UNIVERSITY
Many pupils move on to study Engineering,
Architecture and Product Design at university.
The subject sits well alongside Science
and Maths, with pupils being able put the
theoretical elements of these subjects into
practice. However, it is also a good complement
to many other subjects, as universities
recognise the importance of the diverse
skills pupils develop within the subject area.
These skills of independent problem-solving,
creativity, decision-making, organisation and
evaluation are valued across many disciplines
and complement many degree courses.
BEYOND THE CLASSROOM
In addition to successful examination results
at GCSE and A Level, our pupils have the
opportunity to take part in many varied cocurricular
technological activities. Recently
these have ranged from Robotics Club to
Warhammer Club and CAD Club.
skills, enabling them to tackle the extended
coursework task throughout the Upper
Sixth. At this stage, projects are individually
selected, enabling pupils to incorporate their
personal interests and possible future career
directions. These tasks are expected to take
client and user group. There is also a close
link to Maths and Science, with a considerable
emphasis on the practical application of related

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DRAMA
The Drama Department is based in New Place,
a building 50 metres from the main school
site. The whole building is dedicated to Drama
with purpose-designed classrooms, a costume
and props store, theatre library, and a black
performance space.

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The studio is well equipped with a full lighting
rig and sound capabilities, and we have a fulltime
Drama Technician who oversees all shows
and works with technical pupils. The Drama
Department also has the use of an outdoor
Amphitheatre and the Hall. Members of the
Drama Department are all active practitioners
and have personal experience regarding
professional acting, drama school and theatre
at university.
We aim to encourage and promote pupils’
communication and performance skills,
we facilitate a safe and relaxed environment
concentration and collaboration. Pupils
of theatre, as well as gaining a wealth of
important, transferable skills including public
speaking and problem solving.
The Edexcel GCSE Drama course includes
devised and scripted work, which is publicly
performed, and at A Level, pupils get the
opportunity to study theatre practitioners and
cover a vast range of play texts. Both courses
require pupils to complete a written exam
which focuses on plays studied and live theatre
productions. During the exam courses, pupils
will extend their repertoire of performance
skills as well as their knowledge of theatrical
design and direction. Pupils who show an
interest in the technical side of the subject can
study lighting, sound, costume or set design at
Key Stage 4 and 5.
The co-curricular side of the Drama Department
is rich with opportunities for pupils of all ages
to get involved in Drama outside of lessons.
MAIN SCHOOL PRODUCTION
A large-scale production rehearses and
performs in the Autumn Term. Usually, all
pupils in Third Form and above can audition
and there are opportunities for pupils
interested in the technical side of theatre to
become involved backstage. Typically staged
in the Hall with full set and costume, this is the
pièce de résistance of the Drama calendar.
Recent productions include School of Rock,
Guys and Dolls, A Monster Calls and The
Tempest.
DRAMA CLUBS
A weekly club is open to all pupils in the
First and Second Form, with a number of
performance opportunities during the year,
including a Lower School Christmas Show and
the main Lower School Summer Show. Recent
productions have included Arthur, Boy King,
The Jungle Book and Treasure Island.
There is also a weekly club open to all pupils
in the Third and Fourth Form. This club is
designed to give pupils further performance
opportunities including performing in a local
Drama festival.
WORKSHOPS AND TRIPS
Throughout the year, the Drama Department
organises several theatre trips. Some of
these will help support pupils in their written
exam where they need to write about a live
piece of theatre whereas other trips are
purely for pleasure and experience. Pupils
studying Drama at GCSE and A Level have the
opportunity of working with visiting theatre
professionals including Frantic Assembly, The
Paper Birds, Splendid and Punchdrunk. These
styles of theatre and often help pupils with their
devised practical exams. A Level pupils perform
at the Edinburgh Fringe Festival during August.
HOUSE DRAMA
Junior House Drama: A devising competition
run by the Lower School Drama Club and led
by Sixth Form volunteers in the Spring Term;
also open to interested Third Form pupils.
Senior House Drama: In the second half of the
Summer Term pupils from the Lower Sixth
Form and Fourth Form work in their Houses to
present a ‘play in a day.’ For both competitions,
the performances are judged by an external
theatre professional in front of a live audience.

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ENGLISH
The English Department at St Albans School
distinction across the range of activities
disciplines of English and English Literature.

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We aim not only to make a decisive contribution to the academic success of our pupils, but also to
English teachers construct their own teaching plans in accordance with departmental programmes
of study, but in essence we shadow (though move well beyond) the National Curriculum. Teachers
set out to stimulate enjoyment of the subject; to develop style, accuracy, imagination, and clear
presentation in writing and speech.
READING AND CREATIVITY
Creative writing is also strongly encouraged. The annual First Form creative writing workshop,
involving every child in the year, and featuring a range of published authors, produces an in-house
anthology of poetry and stories. Visitors have included Dai George, Helen Dennis, Jon Robinson,
Robert Muchamore, and Anthony Horowitz. Noted poets, Jonty Driver and Owen Sheers have also
come to discuss their work – and poetry in general – with the Sixth Form.
The Department supplies lists of recommended reading. Reading is encouraged by liberal use
of the well-stocked Junior Library, by whole-class study of particular books, or by work on books
supplied to individuals according to their taste and rate of progress. In addition, the First and
drama and poetry to be at the very heart of English.
Theatre and literary trips are arranged throughout the School. In recent years pupils have travelled
to Shakespeare’s Globe, the West End, the RSC at Stratford, and the ballet in Covent Garden.

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LOWER SCHOOL
FUTURES PROGRAMME
(for Lower School only)
Our Futures course is a core feature of our aim to
create an ambitious and forward-thinking
curriculum and supra-curriculum that allows
pupils to flourish. For Lower School pupils, it is
the first step on a spiral curriculum spanning
each year group in the School; they will explore
and begin to develop the knowledge and
skills required in an ever-changing world.

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Pupils will have a carousel of activities each
year delivered by subject experts. These
include:
• Computer Science
• Economics and Enterprise
• Oracy
• Robotics
Each stage of the carousel is project-based,
allowing pupils to develop skills often
neglected by traditional curricula and
assessments, such as research skills,
collaboration, and oracy. This continuous
assessment will result in a bronze, silver,
or gold-level diploma at the end of each
year, in recognition of their work. In the
Second Form, pupils will also embark on
a research project that draws from their
previous learning. This will offer them an
opportunity to tailor the curriculum to their
passions and will also help develop key
skills required within the Higher Project
Qualification (HPQ) and Extended Project
Qualification (EPQ) further up the School.
We have taken an evidence-informed
approach to the design of the Lower School
Futures course, using the World Economic
Forum’s ‘Future of Jobs Report’ and the
Organisation for Economic Co-operation
and Development’s (OECD) ‘Future of
Education and Skills' project in its creation.
For example, we have integrated topics
that address the world’s biggest issues:
thrive in future academic and professional
environments. For example:
• Critical thinking and problem solving
• Creativity and innovation
• Collaboration and communication
• Digital literacy
• Global citizenship
• Oracy and project skills
The Futures course is an ever-changing
curriculum that aims to respond to the
needs of the modern world and the
opportunities and challenges our pupils will
encounter within it. As industries evolve and
new technologies emerge, the course will be
regularly reviewed and adapted to ensure it
remains relevant, ambitious, and impactful.
We seek to nurture curious, confident, and
capable learners who are equipped not only
with knowledge but with the adaptability,
resilience, and independence required for
lifelong success. By fostering a culture of
enquiry and innovation, we aim to empower
pupils to think critically about the world
around them and to play an active role in
shaping its future.
• Artificial Intelligence
• Climate Science & Sustainability
• Cognitive Science and Neuroscience
• Cybersecurity and Programming
• Data Literacy
• Emerging Technologies and Robotics
• Ethics
• Financial Literacy
• Space Science
We have also embedded essential skills
that will ensure our pupils can survive and

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GEOGRAPHY
Geography deals with concepts that are vital to
an understanding of today’s fast changing world.
The Geography Department aims to foster
intellectual curiosity in our pupils by exploring
the relationship between people and their
environment, helping them to make sense of our
interconnected and interdependent world.

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LOWER SCHOOL
Pupils receive a solid foundation in Physical
and Human Geography, with a strong focus on
building skills. We aim to develop independent
thinkers with empathy, cultural awareness,
and environmental appreciation. Through
geographical enquiry, pupils gain a sense of
place and the thinking skills to make informed
decisions. The emphasis is on equipping
them to understand human and physical
environments while critically examining social,
political, economic, and environmental issues.
In the First Form, pupils study energy,
settlement, and weather by exploring both
the local environment and Antarctica. They
complete an independent project investigating
a current issue in the news - plastic pollution.
In the Second Form, they explore tropical
rainforests, extreme environments, and the
out a project on sustainable technologies
addressing global challenges.
The Third Form bridges the gap to IGCSE.
Pupils study globalisation, migration, coastal
environments, climate change, and global
tourism. They are introduced to IGCSE-style
assessments and begin developing transferable
skills that support future success in Geography
and beyond.
GCSE AND A LEVEL
In the Fourth and Fifth Forms, pupils follow
sitting two exams that cover physical, human,
environmental, and economic Geography, along
with cartographic and graphical skills. Digital
learning is integrated, and pupils manage work
in both paper and electronic formats.
At A Level, pupils study the Cambridge
International AS and A Level (9696) course.
This includes core physical and human topics
hazards, coasts, trade, aid, tourism, and the
geography of disease. With nine sets across
GCSE and six at A Level, Geography remains
a popular subject. Public exam results are
consistently strong and available on the School
website.
FIELDWORK
Fieldwork is central to Geography, enabling
pupils to test classroom theories against
real-world data. It is a required part of the
curriculum in the Fourth and Fifth Forms,
supporting IGCSE preparation. It also plays an
increasing role at Key Stage 3.
At A Level, pupils attend a three-day residential
trip to Slapton Ley Field Study Centre in
Devon to study coastal landscapes. Every two
years, a Sixth Form group travels to a major
geographical destination. Past trips have
included the USA, Iceland, and the Azores. In
2025, pupils will visit Morocco.
BEYOND THE CLASSROOM
Many pupils go on to study Geography at top
universities such as Durham, Oxford, and
Cambridge. The Department enriches learning
through a wide range of co-curricular activities.
Junior Geominds, a weekly club for First to Third
Form pupils, explores Geography in creative
ways, with past activities like volcano building,
cake erosion, debates, documentaries, and
edible earthquake-proof buildings.
Expanding Geominds is open to GCSE
and A Level students who wish to deepen
their understanding beyond the syllabus.
Activities are often pupil-led and include
podcast creation, magazine production,
and presentations. Topics have included oil
geopolitics and the future of fast fashion.
The Geographical Association for Inquisitive
Albanians (GAIA) is aimed at Sixth Formers
considering geography-related university
degrees. It extends their understanding
to university level and fosters interest in
younger pupils. Activities include discussions,
presentations, reading groups, helping
with junior events, and visits to the Royal
Geographical Society.

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HISTORY
Located in special rooms of considerable
historical interest in the School’s
fourteenth-century Abbey Gateway, we
give pupils the opportunity to develop
an awareness of how the world we live
of the past on the present.

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We want our pupils to think for themselves
and so we expose them to a wide range of
documents, historical sources and opinions.
We are keen to emphasise that historical
conclusions are liable to reassessment in the
light of new or re-interpreted evidence.
WHAT WE TEACH
In the First and Second Forms, we explore
medieval history and early-modern history,
situating England alongside wider world
studies, such as Islamic Empires and African
Kingdoms. Content covered in the classroom
is underpinned by visits to Windsor Castle and
Hampton Court Palace. In the Third Form, we
undertake thematic studies of Empire and
Migration, and a study of Twentieth-Century
BEYOND THE CLASSROOM
The History and Politics Society welcomes a
number of eminent speakers each year to
the School, to consider a variety of historical
themes and issues. Recent speakers have
included James Walvin OBE and Professors
The Department also has its own magazine, The
Gateway Chronicle, which is published annually.
The magazine is researched, written and edited
by a dedicated team of pupils; for several
years, this publication has been named ‘School
History Magazine of the Year’ by the Historical
Association. Finally, all pupils are encouraged
to attend the weekly History Clinic, should they
need extra support and guidance
At Key Stage Four, History is one of the most
popular options in the School. We follow
the AQA GCSE History syllabus and have
chosen pathways that challenge our pupils’
understanding. In the Fourth Form, pupils
explore the inter-war period, focusing on why
peace was not maintained throughout the
1920s and 1930s; we then tackle the Russian
Revolution. In the Fifth Form, there is a 1000-
year breadth study of the history of medicine,
followed by an investigation of the challenges
faced by Elizabeth I at home and abroad.
Teaching at Third Form and Fourth Form is
completely paperless; pupils receive, complete
and submit their work via Microsoft OneNote.
At A Level, pupils embark on a study of
twentieth-century world history, focusing on
British social and political history for Paper
1, alongside the USA post World War Two for
for Paper 3, with some choosing to explore
the early- modern witch crazes of England,
Germany and America, and others opting to
delve into the medieval world through the study
of the Wars of the Roses. Pupils also complete
a coursework assignment which is drawn from
their Paper 3 choice. The Department aims to
encourage independent learning and critical
thinking, and pupils are encouraged to read
widely around the course. We run several trips
for Sixth Form pupils, such as trips to London
and Edinburgh.

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MATHEMATICS
The Mathematics Department is one of
the largest and most successful in the
teachers who bring their experience and
enthusiasm to the classroom every day.

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Between them they have expert knowledge
Mathematics, Statistics, Engineering and
Computing.
Teaching is not restricted to the national
curriculum and pupils are encouraged to
develop their thinking skills, problem-solving
ability and to become independent learners.
In addition to time spent in the classroom,
pupils are entered into national competitions,
in both individual and team events. They
also have the opportunity to join various
clubs including Maths Plus, STEM (Science,
Technology, Engineering and Mathematics),
Bridge, Chess, Coding and Maths club. Visiting
speakers are invited to entertain and inform on
a wide variety of topics, such as Bio-Mechanics,
String Theory and The Mathematics of Fantasy
Football. Lower Sixth Further Mathematics
pupils enjoy a day of lectures in London, gaining
insight into some of the many ways in which
Mathematics is used in the ‘real world’.
LOWER SCHOOL
In order to allow the new pupils time to settle
strengths and weaknesses, they are initially
taught in their Forms. The teaching groups are
rearranged at the end of the Autumn Term
based on a holistic judgement. We appreciate
that some pupils prefer extra stretch and
challenge whilst others prefer more nurturing
all sets covering the same syllabus, using the
same materials and sitting any tests and exams
at the same time. Pupils will be set two short
homework tasks each week.
FIFTH FORM AND POST-GCSE
Alongside preparation for the IGCSE
examinations, additional Mathematics content
is studied. Pupils are introduced to some A
Level concepts and richer problem-solving
tasks.
MATHEMATICS A LEVEL
Mathematics is a very popular A Level choice.
The pupils study the OCR B (MEI) syllabus, all of
which is examined at the end of the Upper Sixth
Form.
Pupils study Pure Mathematics, Mechanics
and Statistics, sitting three papers (Pure
Mathematics and Mechanics, Pure
Mathematics and Statistics, Pure Mathematics
the opportunity to study for an AS Further
Mathematics in the Upper Sixth.
FURTHER MATHEMATICS A LEVEL
This is a completely separate A Level which is
taught alongside the single A Level. There is a
certain amount of choice here, allowing pupils
to focus on Mechanics, Statistics or Extra Pure
Mathematics. Those planning to study subjects
such as Mathematics, Engineering, Economics,
Computer Science or Physics may need to have
studied the two A Levels in order to apply to
certain universities. Special extension classes
are provided for those needing to take STEP
papers or MAT (for Oxford) in order to satisfy
MIDDLE SCHOOL - GCSE
The Third Form begin the IGCSE course,
studying number, algebra, data-handling,
probability, and shape and space. Pupils work
in sets with those of similar ability and where
the teaching style is suitable for their needs.

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MODERN FOREIGN
LANGUAGES
The Modern Foreign Languages
Department consists of nine teachers
and three language assistants. We all
share the view that languages are an
essential skill and that they can enrich
our lives in many ways, as well as being
great fun to learn.

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CURRICULUM
In the First Form pupils make a preference for their Modern Foreign Language study ranking
their preferences for French, German and Spanish, where they will be guaranteed at least their
first choice and then one of rank two or three. First Form pupils study these two languages for
two years in the Lower School. Whilst lessons are fun and communicative, an emphasis is also
placed on grammatical accuracy and the target language is used as much as possible in class. In
the Third Form, at least one of their additional subjects chosen must be a modern foreign
language that a the pupil is already studying.
At this level, choosing a modern foreign language is optional, although we
encourage pupils to take at least one language. The productive and receptive language skills have
equal weighting at IGCSE/GCSE level and consequently pupils are prepared to understand longer
passages of written and spoken target language as well as express themselves orally and on paper.
TEACHING FACILITIES
Languages are taught in a recently renovated suite of eight classrooms. Two of these rooms are
computer suites which are regularly used by all classes. In addition, our language assistants each
TRIPS AND EXCHANGES
Our commitment to developing oral skills is reinforced by our programme of visits and exchanges.
Galicia, a trip to the German Christmas markets and a study tour to La Loire Valley in France.

26 28 CURRICULUM GUIDE
MUSIC
The Music Department blends high-achieving
curricular work with a busy co-curricular programme.
With an enviable number of quality musicians in the
School, this thriving Department performs a variety
of functions within the School and in the wider
community.
The Music Department moved into a brand-new Music School in 2018, which includes
a new classroom, a Chamber Music performing space complete with one of our
Steinway Grand pianos, a state-of-the-art recording studio, nine practice rooms and a
large ensemble rehearsal room.
Music also has a thriving Academic Department, from compulsory lessons in Lower
School through to IGCSE.
BEYOND THE CLASSROOM
The School’s Music Department has a wealth of co-curricular activities for pupils to
take part in:
• School Choir – singing twice each week in St Albans Cathedral for our school services
• Senior Chamber Choir – singing complex pieces ranging from Thomas Tallis to Eric
Whitacre, taking part in major public events.
• Concert Choir – singing secular works in a popular style in our School Concerts.

ST ALBANS SCHOOL
29 27
instrumental ensembles, including smaller
chamber groups usually coached by visiting
tutors. All groups perform regularly in both
formal and informal concerts as part of
the School’s vibrant musical life. Recently,
our orchestra performed movements from
Mozart’s Clarinet Concerto, with pupils taking
on the solo parts to great acclaim.
The Joint Schools’ Choral Society meets each
Spring Term to perform in St Albans Cathedral.
This choir brings together our pupils with girls
from St Albans High School, along with parents
and friends from both schools. Conductors
alternate between the schools each year.
Recent performances have included Jenkins’
The Armed Man, Vivaldi’s Gloria, Whitacre’s
Cloudburst, Walton’s Coronation Te Deum,
Fauré’s Requiem, Rutter’s Gloria, Chilcott’s
Canticles of Light, and Stravinsky’s Symphony of
Psalms.
School performances are held in St Albans
Cathedral, the School Hall, the Library, and
the Chamber Music performance space - all
equipped with Steinway grand pianos. A
major enhancement has been the School’s
recognition as an All-Steinway School, ensuring
piano pupils rehearse and perform on worldclass
instruments. The annual Steinway
Piano Concert showcases the School’s many
talented pianists. Through our partnership
with Steinway, pupils also perform and attend
masterclasses at Steinway Hall in London.
In recent years, the St Albans Young Musician
Competition has seen the School’s Barbershop
group win Best Vocal Ensemble and the
Jazz Band win Best Instrumental Ensemble.
Our soloists have consistently triumphed in
individual categories and continue to win
regularly.
The School embraces a wide variety of musical
styles. There is a strong presence of popular
music, with several rock bands rehearsing
weekly. Our recording studio allows pupils to
record and produce their own music using
industry-standard equipment.
Each Summer Term concludes with a Cabaret,
performed by Sixth Form singers. These
themed performances have included Songs
from Shows and Hits of the Seventies in recent
years.
LOWER SCHOOL
Lower School music classes are set by ability
and experience, with no more than thirteen
pupils per class. This ensures each pupil can
progress at their own pace. Lessons focus on
singing, playing percussion and keyboards,
and developing skills such as notation,
sequencing, and performance. Pupils also
learn to use Logic software in our iMac suites,
producing sequenced music and building Music
Technology skills.
THIRD FORM
Music is a popular Third Form option. With
two lessons a week, the curriculum challenges
advanced pupils while remaining accessible
to all. Pupils develop individual and ensemble
performance skills, aural awareness, and music
theory. They also study Music History and
complete composition and Music Technology
projects.
GCSE
In the Fourth and Fifth Forms, pupils may
choose the two-year IGCSE Music course. It
includes performing, composing, and historical
study. Historical topics typically cover Classical,
World, and Jazz music.
A LEVEL
Sixth Form pupils can take A Level Music,
following the Edexcel syllabus. The course
includes 30% Performing, 20% free
Composition, 10% Harmony, and 40% study of
Set Works. Pupils perform regularly and can
compose in either Western Classical or popular
styles. Set Works range from Bach to The
Beatles.

28 CURRICULUM GUIDE
PHYSICAL EDUCATION
The principle aim of the Physical Education
Department is to support and challenge every
pupil to develop their sporting potential. We
value sport and PE for its ability to challenge,
shape and develop the core values and
behaviours that we see as valuable in developing
an all-round pupil.
The key principles of our approach are:
• Deliver high quality teaching and support pupils drive to learn.
• Incorporate physical literacy as central to all teaching and learning in PE.
• Provide a broad and varied programme of opportunities at a range of levels.
• Expect and encourage a supportive and positive culture of trying hard and
doing your best.
• Strive for and encourage excellence in all areas of PE and Games.

29 31
PE CURRICULUM
Physical Education at St Albans School focuses
on developing four key development strands
throughout the pupil journey. The aim is to
nurture the physical, social, emotional, and
in the following aims:
• Physical – Pupils are supported to enhance
and develop their movement skills and
athleticism to give them the tools to be
the best of their ability.
• Psychological/Mental – Pupils are challenged
to develop the mental skills needed to be
a successful learner and performer in the
classroom and in the sporting arena.
• Social – Pupils are supported to develop
positive relationships, to be empathetic, to
be positive role models and to relate to one
another through sport and physical activity.
• Cognitive/Problem solving - Pupils are
encouraged to think and solve problems.
competence.
The Physical Education programme is facilitated
by a single timetabled PE lesson (50 minutes)
once a week in the Sports Centre for each
form from First Form to Fifth Form. The
programme of study looks to develop greater
levels of autonomy and choice as the pupils’
progress and aims to make all pupils feel more
competent and increase their relatedness to
physical activity as an integral part of their daily
lives through School and beyond at St Albans
School, with excellent opportunities for boys
and girls of all abilities.
GCSE (AQA)
The course suits candidates who have a keen
interest in Sport and Physical Education. It aims
to:
• Develop knowledge, understanding, skills
and values to develop and maintain their
performance in physical activities and
understanding of the factors that underpin
physical activity and sport and use this
knowledge to improve performance
• Understand how the physiological and
physical activity and sport
• Develop their ability to analyse and evaluate
to improve performance in physical activity
and sport
• Understand the contribution which physical
•
well-being
physical activity and sport.
It is assessed in two written papers at the end
of the Fifth Form Year (which make up 60% of
the marks) and by a non-examined assessment
of their practical skills in three sports, at least
one individual, one team and one other sport,
from an approved list as well as a written
analysis and evaluation of their practical
A LEVEL (AQA)
This course is suitable for the diverse range of
candidates who wish to develop their interest in
Sport and Physical Education, fostering its value
in lifelong learning. It aims to:
Develop knowledge, skills and understanding
performance.
Apply this knowledge, skills and understanding
to a range of sporting activities and contexts.
Evaluate performance and plan for the
improvement of it.
It is assessed in two written papers at the end
of the Upper Sixth year (which make up 70% of
the marks) and by a non-examined assessment
of their practical skills and a written analysis
and evaluation of their practical performance
well-being
• Develop theoretical knowledge and

30 CURRICULUM GUIDE
GAMES AND SPORT
Every pupil experiences a Games afternoon
each week encompassing a range of sports and
physical activities. As pupils progress through the
School, the element of ‘preference’ and breadth
of options increases, with the aim that all pupils
will engage with at least two hours physical
that they wish to pursue as a ‘lifelong’ pursuit or
interest.

ST ALBANS SCHOOL
33
SPORTS FIXTURES
Beginning with matches in the First Form, the
School enjoys an extensive programme of
expanding range of sports. The School has a
large number of pupils who compete at County,
National and International levels in a number of
sports.
in line with the excellent Woollam Playing
Fields. A 25-metre pool, with adjacent endless
class teaching environment for water-based
permanent camera positions for capturing
footage of lessons for instant or retrospective
review provides a multi-sport teaching facility.
on a year group basis and in the major sports
group. The School has a thriving House System
with four houses competing each year in all
sports. Thus, all pupils have the opportunity to
represent the School or House at their level at
some stage.
SPORTS FACILITIES
THE WOOLLAM PLAYING FIELDS
The School completed the development of its
This sporting provision, which is the largest
single development in Europe, includes 6
turf pitch, lacrosse pitch, netball and tennis
courts. Each laser levelled surface, combined
exceptional playing conditions in almost any
weather and allows skill development of the
highest standards.
VERULAMIUM PARK
Several activities utilise the park adjacent to the
School. Our outstanding cross-country teams
use the park for their training and for House
and School Runs; Westminster Lodge Athletics
Stadium hosts some of our summer PE lessons,
Sports Day as well as County and District team
matches and the Abbey View Golf Course hosts
a Games activity on Wednesdays for senior
pupils. The Abbey Orchard is utilised for Fitness
Training, Ultimate Frisbee and Softball in PE
lessons in the Summer Term.
training culture that exists in the School. The
studio provides a versatile space for teaching
based swimming training, expanding the
opportunities available to pupils even further.
SPORTS TOURS
The School has a strong tradition of organising
sports tours and we have sent many pupils
of all ages and abilities on tours throughout
Britain, Europe and the world.
Recent tours have included:
U15 & Senior Hockey to Spain (February 2023),
Netball to Barbados (July 2023), Senior & U15
Rugby to South Africa (July 2023), Football to
Munich (February 2024), Hockey to Valencia
(February 2025) , Cricket to India (October 2025)
and Football to Porto (February 2026).
The value of touring cannot be underestimated,
and the rewards
memories that such trips bring
live with the pupils forever and help to support
our aims to develop the whole pupil, not just
technically, tactically, or physically but socially
and emotionally too.
SPORTS CENTRE
The School completed this state-of-the-art
facility in 2012 to bring its on-site facilities

34 CURRICULUM GUIDE
RELIGION, PHILOSOPHY
AND ETHICS
cultures, together with advances in science and
technology, raise questions of identity (who we are),
theology (what we can believe) and ethics (how we
should behave).

ST ALBANS SCHOOL
33 35
Religious Studies provides the opportunity to explore these questions from a range of
perspectives and encourages pupils to learn skills of academic rigour: listening attentively to
the opinions of others, assessing those arguments critically, and expressing their own ideas
LOWER SCHOOL
In the Lower School, pupils examine six major world religions (Judaism, Christianity, Islam,
Hinduism, Buddhism and Sikhism) one faith at a time, and have the opportunity to visit a variety
of places of worship. Pupils in the Third Form are introduced to the study of Philosophy and Ethics
through religion and morality. We cover topics such as arguments for and against God’s existence
GCSE
understanding religion and its impact on the modern world, developing critical thinking and
analytical skills through the study of beliefs, practices, and philosophical and ethical issues.
A LEVEL
At A Level, pupils have the option of taking Religious Studies or Philosophy. Both allow pupils to
of evil disproves the existence of God or if lying can be good. The Philosophy A Level (AQA) is an
argument-based approach which also tackles questions of what we can know and whether we are
more than just the physical. The RS A Level (Edexcel) introduces pupils to textual analysis of the
New Testament.

36 34 CURRICULUM GUIDE
SCIENCE
The Science curriculum inspires curiosity
and builds a strong foundation in scientific
knowledge and practical skills. Pupils begin
with integrated science, progressing to
Biology, Chemistry and Physics at GCSE.
Emphasis is placed on investigation, critical
thinking and real-world application,
preparing students for A Level study
and future scientific pathways.

ST ALBANS SCHOOL
37
Key Stage 3 Science course is taught as a single
subject over two years in the First and Second
Form.
In the First Form the emphasis is on fun
foundation of practical skills and knowledge
for the years ahead. Science is taught for four
periods a week (over three hours a week) in
well-equipped dedicated laboratories.
The Second Form builds on this basis to deepen
pupils’ understanding of key concepts and
sciences.
GCSE
Pupils study Biology, Chemistry and Physics as
separate subjects over three years, beginning
in Third Form. At the end of the Third Form,
pupils will opt to continue with Triple Award
Science and studying for three separate
IGCSEs at the end of the Fifth Form, or switch
to Double Award Science, in which they will
achive two GCSEs (still in the three Sciences)
Practical work is an important part of Science
and pupils can expect to spend a substantial
portion of their time carrying out experiments,
making measurements and observing as well as
covering theory and solving problems.
The IGCSE is universally recognised as
equivalent to GCSE by universities and
employers and we believe it provides a level of
challenge and stimulation more appropriate for
our pupils, many of whom continue to study
sciences in the Sixth Form. It is a linear course
with all exams sat in the summer of the Fifth
Form and no coursework element.
A LEVEL
Physics, Chemistry and Biology are very popular
A Level subjects. In recent years, the sciences
have consistently accounted for around a
quarter of all A Level subjects taken. We work
hard to make the transition from GCSE to A
Level study as smooth as possible, both for our
existing pupils and those joining the School for
science-related disciplines at university. This
year we have introduced A Level Psychology,
which we expect to be a popular addition to the
CO-CURRICULAR SCIENCE
involved in Science outside the classroom.
aspects of Science and allow open-ended
investigation of topics of interest, possibly
leading to CREST awards. The Stephen Hawking
Society organises lectures by visiting speakers
from academia, industry and the media to
broaden pupils’ perspectives. There are a
number of clubs including dissection club,
Chemistread and AstRo club where pupils will
extend their learning beyond the curriculum.
Trips include visits to The Big Bang Fair, CERN
and the GCSE Science Live event, amongst
others.
TRANSFERABLE SKILLS
Transferable skills are emphasised throughout
the Science course. These include problemsolving,
analysis of data, critical appraisal
of methodologies and the use of ICT and
automation. In this way, pupils gain experience
of working practices in the real world.

SCHOOL-DESIGNED
COURSES
Higher Project Qualification (HPQ)
courses are designed to stretch and
challenge pupils in Years 10 and 11,
developing essential academic skills for
higher education. Through independent
research, analysis, and presentation,
pupils explore one of five subjects -
Additional Mathematics, Astronomy
and Space Science, Global Challenges,
High Performance Sport, or Medicine,
without final examinations.tions.
YEARS 10 and 11

ST ALBANS SCHOOL 39 25
Additional Mathematics
This bespoke course is designed for pupils who enjoy the challenge of mathematical
thinking and want to broaden their skills beyond the standard IGCSE curriculum. Rather
than accelerating directly towards A Level content, the course deepens understanding
across a wide range of enriching areas.
Students will explore themes such as financial literacy, algorithms through Decision Maths,
and data handling and modelling using digital tools including Excel and Microsoft Office. They
will also extend their understanding of familiar topics, for example, through advanced work
on graphs and functions, and tackle challenging material from UKMT resources on geometry,
number theory, proof, and problem-solving.
Emphasis is placed on mathematical communication: pupils will strengthen their ability to
write clear, rigorous arguments and to explain complex ideas with confidence. These skills
support success not only in advanced mathematics, but also in disciplines such as law,
economics, computing, engineering, and the sciences. For able mathematicians eager to
think more deeply and creatively, this course offers an exciting and rewarding extension.
Astronomy and Space Science
Astronomy and Space Science offers pupils the chance to explore one of humanity’s oldest
and most inspiring sciences. This course is designed for students who are fascinated by
the night sky and curious about how our understanding of the Solar System and wider
Universe has evolved. Pupils will investigate our position in the cosmos, the movements
and cycles of planets and stars, and the technologies that allow us to observe and interpret
the heavens.
Through studying how astronomers have combined imagination with precise observation,
from ancient civilisations to modern scientists, students gain a rich appreciation of
humankind’s quest to understand space. Alongside core learning, pupils may choose
to work towards an Higher Project Qualification or a CREST Award in Space Science.
Dedicated lesson time supports independent research, reporting, and presentation,
helping pupils develop valuable skills in literacy, oracy, critical thinking, and project
management.
High Performance Sport
This course is designed for pupils who are passionate about sport and motivated to
understand what it takes to perform at a high level. Students will examine key components
of an elite sporting lifestyle, including nutrition, strength and conditioning, psychology,
leadership, and approaches to effective training.
Through a blend of theory and practical application, pupils will be encouraged to reflect
on and adapt aspects of their own lifestyle to support performance. They will learn to
manage their progress through training logs, research tasks, and self-evaluation, building
independence and resilience. Presentations, projects, and leadership activities, including
coaching or officiating opportunities, will help to develop strong communication and
people-management skills.
This course is particularly valuable for students aspiring to pursue competitive sport at
university or beyond, or who are considering future pathways in sport science, coaching,
and related fields. It provides a strong foundation for further study while giving pupils
insight into the discipline, mindset, and dedication required of high-performing athletes.

ST ALBANS SCHOOL 41 25
Global Challnges
This forward-thinking School-Directed Course is designed to equip pupils with the
knowledge, skills, and perspective needed to understand and respond to the complex
issues shaping our world. Drawing on the School’s expertise and experience with the
Higher Project Qualification, the course encourages pupils to think critically about global,
national, and local challenges while preparing them for Higher Education and future
careers.
In the Fourth Form, pupils follow a ‘Problems in Perspective’ programme, exploring
real-world issues through social, economic, political, and environmental lenses. They
will examine themes such as identity and belonging, climate change, health and disease,
and social justice. Through engaging with a wide range of sources and viewpoints, pupils
will develop the ability to analyse competing arguments, build empathy, and propose
balanced, practical solutions to complex problems.
In the Fifth Form, the ‘Humanity in Focus’ programme allows pupils to explore topics in
greater depth and pursue their individual interests. During the Autumn Term, all pupils
complete a Higher Project Qualification, applying the research, analysis, and evaluation
skills developed earlier in the course to produce an extended essay, artefact, or
performance. In the Spring Term, pupils take part in activities such as conflict resolution
and a mock trial, deepening their understanding of war, diplomacy, and international
relations.
Assessment is centred on the Higher Project Qualification, a Level 2 Non-Examined
Assessment equivalent to half a GCSE. Pupils present their completed projects in a
‘marketplace’ event, developing confidence in communication while showcasing their
work. Through its emphasis on independent research, critical thinking, and real-world
application, this course provides a valuable and intellectually engaging foundation for
further study across a wide range of disciplines.
Medicine
This bespoke course is designed for pupils who are curious about the scientific foundations
of medicine and keen to extend their understanding beyond the standard GCSE and A Level
science curriculum. Rather than serving as a prerequisite for medical school, it offers a rich
and varied exploration of the concepts that underpin human health, disease, and clinical
practice.
Students will study themes across anatomy, physiology, and pharmacology, investigating
how systems such as the skin and brain operate at both macro and microscopic levels. By
applying core scientific ideas, including molecular bonding, catalysis, and enzyme activity,
to new biological contexts, pupils will develop a deeper appreciation of the mechanisms
that drive medical science.
Practical learning forms an integral part of the course. Students will have the opportunity
to develop introductory clinical skills such as auscultation, suturing, and cranial nerve
examination. Alongside these hands-on elements, they will refine their ability to question,
analyse, and evaluate scientific evidence. Through planning, conducting, and interpreting
their own investigative projects, pupils will strengthen the analytical and research skills
that support advanced study in medicine, biomedical science, and related fields.
For those who enjoy thinking critically and creatively about the human body, this course
provides an engaging, intellectually rewarding extension to their scientific studies.

38 42 CURRICULUM GUIDE

ST ALBANS SCHOOL
43
THE LIBRARY
The library is a calm and welcoming space
in a busy school. We encourage pupils to
read beyond the prescribed curriculum, to
become familiar with research techniques
and to read for pleasure.
. Study space for up to eighty readers
is available, with access to desktop computers and Wi-Fi.
research topics and methods, and information about books and e-resources.
The library has online subscriptions to the Dictionary of National Biography, the Oxford
English Dictionary, JSTOR, Complete Issues and more, which are available to all pupils. A
wide range journals and magazines are also provided.
All First Form classes have an induction lesson on the best way to use library resources.
First and Second Form enjoy a popular reading lesson every week in this room. They are
encouraged to read independently, write short reviews of what they have read and engage
in peer recommendation.
We organise visits from popular authors to read from their own work and advise pupils
on their own writing. Recent authors have included Caroline Lawrence, Jonathan Stroud
OA, Anthony Horowitz, Tom Palmer, Tim Bowler, Chris Bradford, Bali Rai, Nikki Sheehan
and Ben Davies. Book Clubs are run at lunch time and pupils can shadow a range of book

LEARNING SUPPORT
While St Albans School is academically
selective, we recognise that some pupils
may need additional support at times.
Our Learning Support Department helps
pupils with special educational needs
and/or disabilities (SEND) to thrive both
academically and personally.
Our aims are to:
– Identify and support neurodiverse
pupils in all areas of school life.
– Help all Learning Support pupils
achieve the best they can.
We understand that pupils with SEND,
medical, or additional needs may
challenging. With a positive mindset,
combined with the right support at home
and in school, we believe every pupil
To meet diverse learning needs, we
provide a range of support such as:
– Strategies that enable teachers to
through Quality First Teaching (QFT).
– Individual and small group support
for literacy and study skills, including
revision strategies and exam
technique.
16

Mrs M Godfrey
Learning Support
Teacher – KS4/5
ST ALBANS SCHOOL
45
– Screening all new pupils for potential
and processing speed.
– Standardised exam access
arrangements assessments in line
with the latest regulations.
If you have any questions about Learning
Support (SEND, medical or additional
needs), please contact Mr Bateman (Head
instance via learningsupport@st-albans.
herts.sch.uk
Pictured from left to right:
– Mrs M Godfrey, Learning Support
Teacher (KS4/5)
– Mrs A Game, Learning Support &
Access Arrangements Assessor
– Miss D Purdue, Learning Support
Teacher (KS3)
– Dr S Alexander, Learning Support
Administrator
– Mr A Bateman, Head of Learning
Support (SENDCO).
17

42 46 CURRICULUM GUIDE

ST ALBANS SCHOOL 43 47

CURRICULUM GUIDE
Abbey Gateway, St Albans, Hertfordshire AL3 4HB
Telephone: 01727 515 182
st-albans.herts.sch.uk
St Albans School is a company limited by guarantee
Registered in England No. 4400125 Charity No. 1092932