a guide for students and parents - the thomas hardye...

A Guide for Students and Parents2011-12

The Thomas Hardye School Among the best schools in the Country. An exceptional school. OFSTED

ContentsWelcome to The Thomas Hardye School 1OFSTED report 2Every Child Matters Student Voice and Year Councils; Extended Schools; Students and Tutors; Year Teams; The School day; Student Diary; Student and Family Support Group 3-5Uniform 6Personal Responsibility Rewards; Leaving the Premises; Leave of Absence; Valuables; Mobile ’phones; Food and Drink; Smoking; Sanctions 7Parents and School in Partnership Home-School and Sixth Form Agreements; Religious Education; Information Evenings; ‘Newslines’; School Calendar; Thomas Hardye Direct; The VLE 8-9Specialisms High Performing Specialist School; Science, Humanities and Special Needs 10Developments Training School; SCITT; Leading Edge School; DASP; Advanced Skills Teachers 11Year Nine Curriculum 12Year Ten and Year Eleven Curriculum 13The Sixth Form 14-15Resources Resources Centre & Sports Hall; Information & Communication Technology Centre; other facilities 16Careers Education Careers Education Modules; Appointments; Resources; Work Placements 17Student Assessment Consultation Evenings; Reporting to Parents; Thomas Hardye Direct; Homework; Marking Policy; 18Learning for All The Web Site; Films for Learning; In the Curriculum; Thomas Hardye Television 19Physical Education 20Outdoor Education Sailing, Kayak, Climbing, Water Polo Clubs; Duke of Edinburgh’s Award 21Performing Arts Music; Dance; Drama 22, 23Beyond the Classroom Exchanges and Field Trips 24Industry Partnerships Science College Links 25Community and Business Partnerships Community and Work Placement Links 26League Tables 27Admissions 28

www.thomas-hardye.dorset.sch.uk

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The Thomas Hardye School aims to

OutstandingSchool

leading edge school

❁ ensure that all students receive the best education we can provide, regardless of social, financial, religious or racial background and irrespective of ability.

❁ ensure that students achieve the qualifications, skills and attitudes needed in a changing world.

❁ provide a caring, successful school community where all are valued and respected for their own sake and where every individual’s contribution is encouraged and given recognition.

❁ provide a stimulating environment which shows students that learning is exciting and a valuable life-long activity.

❁ encourage and help all students to develop talents, skills and interests, and to have an understanding of moral and spiritual values.

❁ involve all members of the community, especially parents, in the life of the school and in the education of their children.

❁ establish strong links with other stages of education, especially our partner Middle Schools.


Awarded for Excellence

The Thomas Hardye SchoolAbigail Davies (second from left) receiving the Institute of Physics Prize for Physics in the National Science and Engineering Competition at The Big Bang Fair in London with, from left, Kate Bellingham, Prof. Jocelyn Bell Burnell, and Prof. Brian Cox.

Welcome to The Thomas Hardye School 1

W

*For simplicity in this guide we use ‘Parent’ to mean people with parental responsibility.

e look forward to working with you to ensure the very best education for your child. This guide should help you to become familiar

with the school, a safe, caring community where your son or daughter will flourish, enjoy learning and succeed.

We want to bring out the best in every student. This means that we have the highest expectations of each student’s learning, respect for self and others, sense of community, dress, behaviour, and discipline. We welcome the support of students, parents* and our community in helping to fulfil these expectations.

The school is Voluntary Aided and students benefit from financial support through The Thomas Hardye Foundation. Thomas Hardye founded the first free school in Dorchester in 1569, and his life is commemorated on a wall plaque in St Peter’s Church, Dorchester.

As the school for the town and area, it now has some 2,350 students, including a Sixth Form of over 900 students, the largest in the UK.

We are exceptionally well-resourced, and offer immense opportunities for every student. The Sixth Form centre has been extended to accommodate the increase in student numbers.

The library and resources centre were officially opened by Their Royal Highnesses, The Prince of Wales and The Duchess of Cornwall in December 2008. That year a drama studio, exhibition area and extended humanities and ‘Education Extra‘ rooms were also opened.

The Thomas Hardye Leisure Centre is on site, offering additional sports facilities including two swimming pools and a fitness centre. As well as our extensive sports fields, there is an all-weather pitch. Work has underway on the new swimming pool and a second sports centre to be opened in 2012.

The school has received many national and European awards. We believe these reflect the quality of learning and care the school provides.

Students at Thomas Hardye School make outstanding progress and achieve exceptionally high examination results. Despite all the indicators that the school is among the best in the country, no one is complacent. OFSTED


2 OFSTED

The care, guidance and support provided are outstanding.

Arrangements to ensure that students are safe, are robust and meet statutory requirements. OFSTED

OFSTEDThe school was re-inspected by Ofsted (Office for Standards in Education) in 2007 who commented ‘achievement is outstanding and standards are well above those found nationally’. Very few schools reach this level of commendation by Ofsted and the remarks quoted in this booklet record the very high standard of attainment in our school which impressed the inspectors. The full report is available on line from OFSTED or from the school.

Two Sixth Form students reserch their Nuffield Science Bursay Projects with Don Moxon, Warden of the Chesil Bank and the Fleet Nature Reserve.

3Every Child Matters

A disciplined and well-organised school based on fairness, free expression and participation is vital. Every child in the school is entitled to: ❖ be healthy ❖ stay safe ❖ enjoy and achieve well ❖ make a positive contribution to school ❖ achieve economic well-being.Agencies supporting young people in school, including police, hospitals and voluntary groups, aim to share information and work together to protect children and young people from harm, and help them achieve what they want in life.

Students are encouraged to take an active part in the life of the school and help in making decisions. Students are also represented on the Governing Body.

Student Voice and Year CouncilsThe Year Council includes two students elected from each tutor group and meets regularly to discuss Year Group issues.

Student Voice includes representatives from each year group who meet half-termly with the Headteacher and Year co-ordinators to discuss ideas, policies and initiatives.

The group have been working on the 10:10 project to cut carbon emissions in the school. Their message has been taken locally to all DASP schools, nationally to the National Eco Conference and internationally by sharing ideas with a school in Calgary. Other projects include the new Hardye Café, and new toilet facilities.

Extended SchoolsThe Thomas Hardye School, as part of DASP, was designated an Extended School in 2007.

Extended Schools are expected to work with the local community, agencies and other schools to provide: ❖ parenting and family support ❖ a range of activities including study

support, sport and music clubs ❖ swift and easy referral to specialist

services such as health and social care ❖ community use of facilities including

adult and family learning and ICT.


Despite being so large, the school still manages to be personal. Strong links with middle and first schools through DASP (Dorchester Area Schools Partnership) and an extensive Induction process mean that students know the school well before they start in year 9.

The Headteacher has a passion and commitment to the ‘moral purpose of education’ and focuses relentlessly on each student’s right to the very best provision.

Although they work very hard and take full responsibility for their own learning, students also enjoy school very much. OFSTED

4 Every Child Matters

Behaviour is exemplary both in lessons and around the school and students show a mature and responsible attitude in the way they use resources and relate to others. This creates a positive, cheerful and calm atmosphere where students feel very safe. OFSTED

www.thomas-hardye.dorset.sch.ukwww.thomas-hardye.dorset.sch.uk

Students and TutorsEvery student belongs to a tutor group and is in the care of a specific tutor. Student care involves guidance, counselling, group activities, registration, assemblies and spending some informal time with the group. The tutor is responsible for ensuring that students settle well into their new school.

The student has individual contact with their tutor through academic tutorials to discuss progress, set and review targets and career choices. These are held three to four times a year.

Year TeamsTutors in each Year Group work as a team led by an experienced Year co-ordinator and two deputy co-ordinators. A tutor will normally stay with the group for the first three years and will get to know the students very well. Tutors, Year co-ordinators, and deputy Year co-ordinators will normally be the main contacts between parents and the school.

Each Year attendance officer checks all registers daily and works closely with tutors and Year co-ordinators to track student attendance. Parents will be contacted by telephone, letter or mobile ‘phone text through Group Call if there is an unexplained absence.

There is a wide variety of activities on site during the lunch break in which students are encouraged to take part. Lunch times are short and it is the school’s policy that students are not allowed off-site unless parents notify the school that their child is going home for lunch; a form is provided for this purpose.

The School DayStudents should arrive at school by 8.50 a.m. Should a student be late to school (even if unavoidably) he or she must report to the school office before going to lessons. Registration is electronic which allows close monitoring of patterns of absence and lateness.

When a student is going to be absent from school, we ask parents to contact the school attendance officer by telephone on the first day of absence. The school expects zero unauthorised absence for any student.

(top left) ‘Cat-calling’ Year 12 art event.(left) Disco bikes: generating electricity to power the bubble blower.

5

Student DiaryThis Diary is an important link between students in Years 9 to 11, their parents and the school. It is used to record homework set, and contains pages which record the targets agreed between the student and the tutor during academic tutorials. The Diary is monitored by tutors and senior staff, and we ask parents to read and sign it every week. Homework timetables are copied by students into their Student Diary.

Study PlannerThis is used by all Sixth Form students to record assignments and supervised study periods.

Student and Family Support GroupThis group offers a service to students and their families. Several professionals, linked to outside agencies, provide the school community with the highest level of expertise.

These include a nurse therapist linked to CAMHS (Child and Adult Mental Health Service); Behaviour Support Team; a Student Support worker (linked to Connexions), and Special Needs support through Education Extra.

The group works across all DASP schools and monitors the effectiveness of the schools’ provision from Year 1 to Year 13. The main purpose is to act on referrals made by teaching and non-teaching staff, or the student or family who are requesting support in one of a number of areas.

These are: ❖difficulties understanding the

curriculum ❖ significant under-achievement ❖ challenging behaviour ❖emotional concerns ❖ communication.

The Student and Family Support Group meets regularly to discuss the appropriate referral route and identify the person with the right expertise to help the student. This ensures that the response is both prompt and effective, reducing anxiety for the student and family.

Please contact the Year co-ordinator for further information.

Every Child Matters

The school is very careful to track how individual students are doing and has a very efficient internal information system which enables excellent communication between staff so that response to students’ specific needs is swift. OFSTED


6 School Uniform

School uniform develops a feeling of self-esteem among students and does much to eliminate feelings of inequality as well as projecting a positive image for the school.

All students (other than the Sixth Form) will wear the items of dress set out below.

The school asks for your co-operation to ensure that your child always comes to school wearing correct school uniform. If for any reason this is not possible, please write a note to your child’s tutor.

Female students may wear one pair (only) of plain ear studs. Male students are not permitted to wear earrings in school. Other body piercings are not allowed for any student.

All students in the lower school have a locker for outdoor bags and coats.

*Students and parents should note that in Years 9 to 11 the following clothing is not acceptable as School uniform, even as outdoor clothing. It may be confiscated from the student and the parents contacted. ❖ hooded tops, denim or leather clothing ❖ black trousers for either boys or girls ❖ tee shirts with logos worn under shirts or blouses❖ training shoes, even if black, and soft shoes with logos.

Dress Common to all

Blazer black

Blazer badge

Shirtwhite

Tie (clip-on only) black, red, and gold

Jumper V-neck, plain, mid-grey

Shoes* black

Female students

Skirt or trousers mid-grey, pleated skirt or, mid-grey trousers

Tights or stockings black or neutral

Male students

Trousers mid-grey

Socks grey

Sports and P.E.

Sports top black and red

Sports socks black and red

P.E. top white T-shirt

Sports shorts or skirtblack

All students are given individual support both academically and socially and there is an atmosphere of mutual respect between staff and students.

Students behave very well so that the atmosphere within the school is calm and purposeful.

Students thrive in an excellent learning environment. OFSTED



7Personal Responsibility

The Student Voice and Year Councils play an important role in giving students a real say in the school and have led to some significant improvements. OFSTED

The School believes in a well-organised community, emphasising a positive atmosphere based on care, courtesy, common sense and self-discipline.

Respect for each other is expected from everyone and bad language is not acceptable at any time. No one should ever seek to hurt another or misuse or damage their belongings.

RewardsRewards are the best way to develop responsibility, and personal achievement is recognised. High quality work, helpful service to the school community and excellent attendance are recognised, and rewarded. The reward system has been reviewed by Student Voice, and a new system is in place.

The Student Diary is used to record homework and targets, and is a further way for parents and the school to keep in touch.

Outstanding work is recorded in the Book of Excellence and the student receives a personal letter of commendation from the Headteacher.

Leaving the premisesA student needing to leave the premises during the day must bring a note from their parents or guardian informing their tutor. The tutor will then authorise a pass. The student must always report to the School Reception with the pass to sign out and in.

Leave of absenceA parent must complete a Leave of Absence form – from the Student’s Year co-ordinator. The school does not approve of students on holiday during term time and absence will be “unauthorised”.

ValuablesPersonal stereos, radios, or iPods are not allowed in the Lower School at any time. Students are advised not to bring valuable items onto the school premises. The school accepts no responsibility for their loss or damage.

Mobile ’phones These are not permitted in school at any time. Parents will be asked to collect any mobile ’phone from the School Reception if found in their son or daughter’s possession. Urgent calls may be made by students from the School Office on request. Examination Boards will disqualify any student from all their examinations if they are found to have a mobile phone in their possession during an examination.

SmokingSmoking is forbidden on the school premises and when approaching or leaving school; no student should have tobacco and if tobacco is found, the student will be sent home.

SanctionsWithdrawal of privileges or detention may be used to make a point about a student’s behaviour whether in, or out of, the classroom. Detentions may be given, and parents will be given 24 hours notice of any detention after school; they will also be informed if a student has been excluded from lessons at any time. The ultimate sanction is suspension or exclusion. This is rarely imposed but is especially relevant to any violent behaviour.

Food and drinkFood can be bought from the Hardye Café in the dining room for lower school students, and from the Sixth Form snack bar. Space is available in the dining room and theatre for eating packed lunches. Students may eat in the grounds in suitable weather. Hot food may only be consumed in the dining room.

The Hardye Café and the Sixth Form cafeteria are now run by the school and use locally sourced food.


8 Parents and School in Partnership

A strong partnership between home and school through shared communication does bring success for students. Staff are glad to meet parents and will respond promptly to any enquiry. Parents should contact the school office.

Home–School AgreementThis sets out the mutual responsibilities between students of compulsory school age, their parents, and the school to ensure that students are able to make the most of the educational opportunities available. It is included in the Student Diary and is signed by every student in Years 9, 10 and 11, their parents, and the Headteacher.

The Sixth Form AgreementAll Sixth Formers sign a Sixth Form Agreement at the beginning of the year which is then sent to their parents. The Agreement outlines the School’s expectations of students and what the student can expect of the school.

Information EveningsThe school has a series of Information Evenings throughout the year:

June Parents of children in Year 8 at the Middle and other schools have the opportunity to meet their child’s Year 9 tutor and other staff.

October Sixth Form Convention for Year 11 students is held.

February Options evening for parents of students in Year 9 to help them choose their GCSE courses.

March Evening for Year 12 students going into Year 13.

May Higher Education evening.

Religious EducationSpiritual and moral education are important across the whole curriculum. All students in Years 10 and 11 follow a GCSE course in Religious Education. An act of collective worship is held within the scheduled assembly programme. Parents may withdraw

their child from Religious Education lessons and collective worship by writing to the Headteacher.

‘NewsLines’Our newsletter gives details of the school’s activities and is now published on the School website. Paper copies are also available from the School. The results of the School’s Annual Review are published in Newslines every Spring term.

School CalendarParents will receive a calendar during the first week of the Autumn term which will give dates of all examinations, reviews and reports as well as other information.

Parents and students value what the school offers. One parent wrote: “What a positive inspiring place to learn. I wish I was about to start school again!”

The school strongly promotes regular attendance, which was above the national average last year.

Social, moral and spiritual development is outstanding. OFSTED

(above) Newslines, now available on the website too.

(below) The School Calendar. Please retain this important document.

9

Thomas Hardye DirectThis is a web portal for monitoring individual student progress. Staff use it

to monitor attendance, and to record student achievements and targets agreed at academic tutorials.

Students are able to use this service which is now also available for parents. Access to the site is by the student’s user name and personal password. It offers a variety of information about their child, including individual timetables and attendance, reviews.Personal information about students and their families is not available. Parents will need their child’s password to access these pages.

Students access Thomas Hardye Direct either: via the school website: www.thomas-hardye.dorset.sch.uk click the THS Direct iconor: directly on www.thsdirect.com.

The Virtual Learning Environment (VLE)This is a rapidly evolving facility focused on providing support for student learning. It offers materials to assist exam preparation, homework and subject extension work, as well as other learning activities.

Students access The VLE via the THS website as above. Select THS Zones, select The VLE followed by the normal students log-in.

Parents and School in Partnership

As one parent pointed out, “the teachers not only teach to a high standard, they know the children individually and genuinely care.” OFSTED


School intranet pages (from top clockwise): access point to Thomas Hardye Direct; Science; The School zone; a student’s progress and timetable.

(left) ‘The Gilded Cage’ Year 13 IB student; (right) Year 13 IB student art event.


10 Specialisms

The Thomas Hardye School became an HPSS in 2007 due to our excellent results and student achievement, as well as our success as a Science College. We work with other local schools to share our good practice and to help raise achievement levels. As part of the HPSS programme we were awarded two further specialisms: Humanities and Special Education Needs. To have three specialisms, with Training School and Leading Edge status, is an accolade shared with just one other school in the country.

Science and Mathematics specialismAs a Science Specialist school, we aim to increase the enthusiasm for Science and Mathematics in the school

and the local community. We are creating the resources and the expertise to obtain even higher standards of attainment. Through links with the scientific community and with other schools, universities and companies regionally, nationally and internationally, the school has now become the Centre for Scientific Education in Dorset.

Science College status brings technology and science into every subject taught in the school and strengthens the cross-curricular links between Mathematics, Design, ICT and the Arts.

Funding as a Science College helps to ❖ develop our use of new technologies ❖ provide links to a national network of specialist schools ❖ develop our science links with business, industry and the

community ❖ finance the time to develop new teaching styles and resources ❖ offer extension courses for Year 8 students in science and

mathematics through DASP.

Humanities specialismWe extend excellence through the Humanities and to raise attainment in our partner schools, the three Middle

schools, Purbeck School and The Wey Valley School.We are developing ICT, drama, debate and film to make learning

more active and independent. Our out-reach teacher promotes similar work in the partner schools as well as organising joint revision conferences and trips. We have twinned with a London school so that children can learn more about each other.

Academics and speakers from history, geography, theology and ethics visit and run workshops as part of our community lecture programme. As an International School, we promote social and political awareness.

The History department has recently been awarded the Prince’s Teaching Institute Crest for curriculum development.

SEN specialismSEN specialism focuses on communication and interaction. We work with parents and school staff to support students with language difficulties and students on the autistic spectrum.

We aim to remove barriers to learning through attitude surveys, literacy and numeracy support, and alternative curriculum pathways.

The Thomas Hardye School is known for its expertise in SEN and we regularly receive visitors from schools across the country to observe us in action, discuss matters of interest and make use of our programmes and policies.

Specialist Science College status has brought improved facilities, particularly in Information Communication Technology and a wide range of initiatives through the curriculum, as well as lectures and activities in the wider community. OFSTED

The School is proud to be designated as a High Performing Specialist School


11Developments

Training SchoolThe school became a Training School in 2004. Training

School funding makes us responsible for training staff at all levels – from trainee and newly qualified teacher to head teacher and for work with partner schools. We will continue to work in close partnership with Exeter University and other universities and colleges to provide a diversity of training for all staff within the school community and beyond. We offer a pre-teaching course for Sixth Form students interested in teaching as a possible career.

Universities’ support for various research projects motivates staff and leads to higher professional qualifications.

School Centred Initial Teacher Training (SCITT)This is managed by the Dorset Teacher Training Partnership (DTTP) and offers an alternative way into teaching where local schools play a central role in the training. Applications are received from graduates all over the UK. It leads to a Postgraduate Certificate of Education at Masters level, awarded by Kingston University.

Since 1999 the DTTP has trained over 200 teachers for the profession. Many of these teachers are currently employed in local schools and some continue, after graduation, as school-based tutors.

Leading Edge SchoolThis award acknowledges the school as leading innovation in all aspects of school life. The school will work in partnership with schools locally, regionally and nationally to develop best practice in five areas:

❖using assessment data to help students attain their potential

❖setting pastoral targets and developing academic tutoring to personalise education

❖making improvements in science across all key stages in this and partner schools as part of our Science College status

❖using ICT and modern technologies as important learning tools

❖developing partnership pyramids based on DASP.

The Dorchester Area Schools PartnershipThis is between The Thomas Hardye School and all its local partner schools (13 First Schools,

three Middle Schools, Sunninghill School, and the Dorchester Learning Centre). It ensures continuity of education for all children aged between 4 and 19 years as they transfer between schools. DASP has featured in The Times Education Supplement and is nationally recognised as an example of good practice.

DASP had a prominent role as one of the first 40 Network Learning Communities funded by the Government through the National Centre for School Leadership. This increased available funding for the school and its DASP partners providing extra staffing and resources. In 2007 DASP schools were given Extended Schools and IIP Awards.

Advanced Skills Teachers (ASTs)Currently, the school has four Advanced Skills Teachers. ASTs have been externally assessed as excellent practitioners. They share their classroom expertise with colleagues at school and with our partner schools. The ASTs are based in Languages, Design, ICT and Humanities.

leading edge school

The School is also involved in the following developments

12

The Year 9 curriculum reflects the excellent work done within our Middle Schools and throughout the Dorchester Area Schools Partnership (DASP). The curriculum offers work and challenges relevant to students’ abilities and learning styles, since students in the Middle Schools now reach levels of achievement equal to Key Stage 3 in Year 8.

Students study Key Stage 4 Curriculum (GCSE courses) in Mathematics, English, ICT and Science. Students in other subjects complete the Key Stage 3 Programme of Study ready to start their GCSE courses in Year 10.

Continuity and progression of learning and teaching from the Middle Schools is essential: all areas of the curriculum have Key Stage 3 links co-ordinated by a Key Stage 3 group; both the Year and deputy Year co-ordinators of Year 9 have close contact with the Middle Schools. A Deputy Headteacher is responsible for the overall liaison and continuity of Key Stage 3.

Key Stage 3 subjects

Art and Design

Dance

Design and Technology

Drama

Geography

History

Modern Foreign Languages

Music

Religious Education

Personal, Social, Health and Citizenship Education (PSHCE).

Key Stage 4 subjects

English Language

English Literature

Information & Communication Technology (ICT)

Mathematics

Scienceeither: Separate Sciences* or: Science Double Award.*must include Biology, Chemistry and Physics.

Further details about the Key Stage 4 subjects can be found in the Course Booklet available from school reception.

Year Nine Curriculum

The prizewinning Year 9 Student Diary cover for 2011-12.

Teachers are innovative and adventurous in their teaching, using a wide variety of activities to make their subject interesting. The partnership with local schools promotes an ethos of continuity, progress and cohesion.

This is well illustrated by the successful arrangements for tests at the

end of KS3, which are now completed in the middle schools.

Parents are happy with this arrangement which now means that on entering Year 9, students are ready to embark on their GCSE courses in the core subjects and accelerate their progress. OFSTED


Year 9 students at work on their animation film.

13

A broad and balanced curriculum

All students are offered a full entitlement of subjects and experiences.

The curriculum offers each student a broad and balanced education while encouraging individual interests. The school believes that all students should experience a wide and varied programme including work in the creative, aesthetic and humanities areas.

In a rapidly changing world students may well follow more than one career and will need a broad general education.

The compulsory curriculum includes:

English

English Literature

ICT

Mathematics

Modern Foreign Language

Personal, Social, Health and Citizenship Education (PSHCE)

Physical Education

Religious Education

Science either: Separate Sciences* or: Science Double Award or: Applied Science

*must include Biology, Chemistry and Physics.

Design & Technology one choice from:

Systems and Control, Food, Graphic Products, Resistant Materials or Textiles.

Students choose two other GCSEs from:

Art and DesignBusiness StudiesDanceDramaGeographyHealth and Social CareHistoryModern Foreign LanguageMusicPhysical Education.

The school also provides vocational courses for a number of selected students. Further details may be found in the Year 10 Courses booklet available from the school.

Years Ten and Eleven Curriculum

The prizewinning Student Diary covers for 2011-12:

(above) Year 11 and (below) Year 10.

Teachers have expert subject knowledge and use a wide variety of teaching styles. Students are enthusiastic and given scope to show their talents.

Teaching and learning in the school are outstanding and have a direct effect upon the students’ high level of achievement.

OFSTED


Year 11 and Sixth Form students on a trip to Berlin

in front of the Brandenburg Gate

The Sixth Form14 The Sixth Form

The progress students make and the standards they achieve in examinations at the end of Years 12 and 13 are outstanding.

The vision to create a ‘post-16 college’ within the school is realised through the creation, expansion and maintenance of a delightful Sixth Form centre. OFSTED


Most students who join the school in Year 9 continue their education in the Sixth Form. They are joined by a large number of students from other schools.

The quality and quantity of courses available in the Sixth Form are impressive. We offer a large number of courses at AS and A2 levels that can be studied in a range of combinations.

Alternatively students can choose to take the highly regarded International Baccalaureate. GCSEs in core areas are also available.

We have a link with Kingston Maurward College for BTEC Level 3 qualifications, and we are one of only a few schools nationally to offer the CACHE Diploma in Nursery Nursing.

Details about all courses are available from school reception and on the website: www.thomas-hardye.dorset.sch.uk

All students in the Sixth Form belong to a tutor group. The tutor monitors and supports the personal and academic progress of the student and the transition from school into work or higher education.

Careers and higher education guidance are 0provided for all students. At least 80% of our Sixth Formers continue their studies in Higher Education and the vast majority of others gain jobs or training. Students are offered places at a wide range of universities in a variety of subjects. Our Oxford and Cambridge entrance

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15The Sixth Form

(right) The International

Baccalaureate offers a very broad curriculum


The introduction of the International Baccalaureate is a fine example of how the school has widened the curriculum to provide more choice and appeal and fill a need in the community.

Relationships with staff are outstanding and the views of the sixth formers are both sought and valued. OFSTED

record is excellent – this year (2011) twelve students have gained offers.

The enrichment programme time-tabled for all students provides a full and varied range of activities, including General Studies (at AS and A2 levels), AS Critical Thinking and the Extended Project. A pre-teaching course is available as well as opportunities for work experience and work in the community.

Recreational opportunities include a challenging outdoor education programme. Many sports fixtures are arranged, with opportunities to train for the CSLA (Community Sports Leader Award) and to participate in the Duke of Edinburgh’s Award Scheme.

Visits take place each year to theatres and musical events, as well as trips and exchanges to Europe, the USA, and Russia.

Sixth Formers have excellent study facilities in the Resources Centre, and the ICT facilities include over 40 wireless networked laptop computers. The large Sixth Form Centre has seminar rooms, over 80 computers, social areas, cafeteria (open all day), sound systems, television, pool tables and table football. Students run their own Sixth Form Student Union, electing the Presidents and Vice-Presidents annually.

Sixth Formers develop independent learning skills, greater self-confidence, and achieve good qualifications to help them succeed in their future careers.

The Thomas Hardye Sixth Form was 46th in the list of top comprehensive schools and academies for A level results in 2010 (The Guardian).

Learning PartnershipThe partnership with Kingston Maurward College offers students practical

alternatives to traditional A-levels, increasing subject choice while retaining the academic emphasis for higher education and employment.

Sixth Form DressThe Sixth Form do not wear uniform but are expected to dress smartly, avoiding extremes of fashion. Shorts are not acceptable wear except for sport activities.

Best language and additional languageStudents select two languages: one from group 1 and anadditional language normally from group 2. Group 1 is for students’ best language and the course is literature based;group 2 is designed for students learning the language up to near native level.Students select the language courses based on their language proficiency and the outcomes of the course.

Individuals and societies· Business and management· Economics· Geography· History· Islamic history· Information technology in a global society· Philosophy· Psychology· Social and cultural anthropology

Mathematics andcomputer science· Mathematical studies standard level· Mathematics standard level· Mathematics higher level· Further mathematics standard level· Computer science

Experimental sciences· Biology· Chemistry· Design technology· Environmental systems· Physics

The arts· Music· Theatre arts· Visual arts

Group 1

Group 2 Group 3

Group 4 Group 5

Group 6

extended essay

theory of knowledge

creativity, action,service

16 Resources

Resources Centre and Sports HallThe new Sports Hall is in addition to our present use of the Thomas Hardye Leisure Centre and includes full changing facilities, study spaces, and an exercise room, with storage and office space.

The Library Resources Centre is a bright airy and welcoming place for individual sixth form study and research using wireless-enabled laptops. Teaching groups attend induction sessions and visit for group reading and research.

The Centre has a well-maintained, up to date and relevant loan stock of over 22,000 fact and fiction books, DVDs, CDs, videos, newspapers and magazines for curricular, general interest and recreational use.

The audio and video recording and equipment loan service is based here. The electronic library management system may be accessed from all parts of the school on the network and via the Virtual Learning Environment (VLE), see page 9.

Information and Communications Technology (ICT)The school has extensive networked facilities which include PCs equipped with the latest software, laser printers, scanners, digital cameras and video conferencing. The school has full wireless networking. In addition to the seven fully equipped rooms in the ICT area, all curriculum areas and the library are networked and have their own ICT facilities. Interactive white boards and data projectors, available in most classrooms, are used by staff and students.

The school has a full-time ICT systems manager, a web administrator, and three technicians. All teachers are provided with laptop computers, and students can borrow laptops which use the school’s wireless network system.

Students use fast broadband for access to the Internet from all areas to complement their studies. The school has its own Virtual Learning Environment (VLE), available via the school’s website to ensure continuity for students while working at home.

Parents can follow their child’s progress via Thomas Hardye Direct (see page 9).

Other FacilitiesThese include: the theatre, performing arts studios, sports centre, swimming pool, floodlit all-weather pitch, sports fields, recording studio, and electronics laboratory. Facilities are accessible for anyone with limited mobility using ramps or lifts.

The school is pleased to be working in partnership with Summertime Nursery to provide a community nursery on the site which is well used by staff and the wider community.

Careers Education

High levels of achievement in key skills and effective support in making career choices ensure that students are prepared for future economic well-being. OFSTED

(top left) modern dance; video editing; one of the Sixth Form Centre common rooms; the Sports Hall and climbing wall.



17Resources Careers Education

ConnexionsThe school has strong links with the Connexions Advice Service and two advisors regularly attend to give independent, confidential and individual careers guidance to students.

Students can refer themselves for this help at any time and parents may also attend by prior arrangement.

Connexions advisers also attend the Family Consultation evenings and give advice on Higher Education. They offer students job interview practice and provide workshops for job and apprenticeship applications.

Careers Education modulesIn Year 9, the focus of Careers Education is on their GCSE option choices. Students are introduced to our in-house Connexions service and computer software in order to provide the support needed. Students in Year 10 take part in Key Skills and Work-Related Learning days, whilst Year 11 students have sessions focusing on post-16 options. Students have the opportunity to meet with local businesses and links with Industry and Commerce are encouraged throughout the curriculum.

AppointmentsAppointments for parents who wish to accompany their child to careers discussions can be arranged.

ResourcesA wide variety of information is available in the Connexions Room, including computer databases, and CD Roms, careers box-files, university prospectuses and books on careers, as well as in the Library Resources Centre and on the school network.

Work placementsWork placements are available to all students in Year 12 who would like to gain experience of employment related to their subjects or preferred option for higher education.

Lessons are very well planned, making successful use of resources such as interactive whiteboards to stimulate interest, to offer realistic challenge and to enhance progress.

Students with additional learning needs receive very well-targeted help and teaching assistants are used effectively to support learning. OFSTED

(right) Talk to the Engineer—composite materials; a visit to EADS-Astrium., the european space and satellite conglomerate


18 Learning for AllStudent Assessment

Consultation EveningsThese are an opportunity for the student and members of the family to visit the school and to discuss progress and successes.

The dates of Consultation Evenings will be published in the school calendar which your child will receive at the start of the school year. Two evenings are held each year: the Parent–Tutor evening to discuss the overall progress of students, and, later in the year, the Parent–Subject evening to discuss individual progress in specific subjects.

Please attend your child’s Consultation Evenings – this encourages the student and shows your support. See also page 8.

Reporting to ParentsParents receive written reports and reviews several times a year. Parents of students who have particular educational needs will receive more information throughout the year.

Reviews give both a predicted and potential grade for each subject. Predicted grades are the grades that a student could achieve if the exam were taken at that point in their course. The potential grade is the minimum grade the student should achieve at GCSE.

These grades are regularly monitored by tutors, subject teachers and Year co-ordinators. Tutors discuss them with students in academic tutorials and set new targets to encourage improvement.

Parents have the right, on request, to see their child’s records which are kept on file at the school – and receive reports on progress in relation to the National Curriculum.

Thomas Hardye DirectThis site can now also be accessed by parents to monitor their child’s

progress and assessments (see page 9).

HomeworkHomework is an integral part of your child’s educational programme. It is a time for research, an opportunity to complete course work and set tasks. Please encourage your child to complete homework, and to understand its importance. If possible, try to provide a regular work space.

Homework is set according to homework timetables issued at the beginning of each school year.

Marking policyYou should expect your son’s or daughter’s work to be marked regularly and in detail.

A consistent marking policy is used throughout the school to help students improve their learning and to keep parents in touch with the standard their daughter or son has reached.

Each student’s work is assessed in three ways: for achievement (skills, knowledge, understanding), for effort, and with written suggestions for further improvement from the teacher.

Progress is monitored frequently and with rigour, so both teaching and support staff are quick to identify and assist students who are having difficulty.

There is regular assessment to check progress so that a vast majority of students are confident about how well they are doing and what they need to do in order to reach targets. OFSTED

(top) ‘Alice Through the Looking Glass’ Year 13 IB student; resistant materials work; Arkwright Award winner Daniel Hambidge; Science Information Evening visitors in the Lab.

An immense strength of the school is its extensive additional and extra curricular opportunities, including residential and overseas trips. These are thoroughly appreciated and supported by the students. OFSTED

19

The Thomas Hardye School strives to improve the internet-based ICT services that we offer to our students. All students are given an e-mail account and access to the school’s Managed Learning Environment ‘Thomas Hardye Direct’.

The Web siteThe School’s award winning web site is itself a vibrant and expanding resource of information, useful for students and parents. Thomas Hardye Direct can be accessed from the main site as well as at www.thsdirect.com. The on-line version of Newslines is available on the web with news updates on a weekly basis.

The Virtual Learning Environment (VLE) This evolving facility focuses on providing support for students’ learning both at school and at home (see page 9).

Films for LearningStaff members from the school’s own innovation team have been responsible for developing a national education resource. Supported by Microsoft, Films for Learning offers a safe learning portal for students and teachers working with digital video. Visit: www.filmsforlearning.org.

In the CurriculumDigital video is used by many students in all areas of the curriculum. We have extensive facilities which include a green screen studio, curriculum-based editing suites, complete film maker kits, digital cameras and camcorders. In the last four years our students have won more than a dozen prizes in national and international film competitions.

Thomas Hardye TelevisionStudents are encouraged to use digital video for creative projects for course work and THTV that are shown on screens around the school, on school awareness DVDs, and on the school website.

Some students who took part in these extra-curricular media projects have now finished university, and have begun careers in television and the media.

The school media development manager supports students and staff in this work.

Learning for All

Well focused, effective and individual care, guidance and support for students with learning difficulties and disabilities result in very high achievement for these students.

Students have extremely positive views about the school.

They have excellent collaborative skills. OFSTED


(below left) Using fruit as batteries at Southampton University Science Learning Centre. (below) Fossil Club at the Big Bang (south west) event at Bath University.


Physical Education20 Outdoor Education

(from left) sailing off Weymouth; technical fitness training in the sports hall; dawn on Dartmoor; the climbing wall.

Thomas Hardye School has an excellent reputation for Sport and Physical Education, gaining numerous accolades for sporting involvement, including Sports Mark, Certificate of Achievement for being an FA club link school and RFU Development School award.

The department has wide experience. Staff interests are varied which is reflected in the extensive programme of activities and clubs offered outside the normal curriculum.

The schools “sport for all” approach offers recreational clubs at lunchtimes to encourage students to appreciate the benefits and enjoyment of regular physical exercise, and to maintain good health as part of their lives.

As well as the PE teachers the department has tremendous support from outdoor education specialists and sports coaches. The school has well established links with local clubs and a large number of students represent their sport at County, Regional and National level.

Key stage 3 CurriculumPE is taught for 2 hours a week in a combination of single sex and mixed sex groups at both KS3 and KS4.

Key stage 4 CurriculumGCSE students in Year 10 and 11 follow the EDEXCEL syllabus and receive five hours of instruction per fortnight, in addition to the national curriculum. BTEC in sport has been introduced as another option at Key stage 4.

Key stage 5 CurriculumA level students follow the OCR syllabus, working for an average of 5 hours per week.

Thomas Hardye has outstanding facilities for Physical Education.

Indoor Facilities includeTwo sports hallsA state of the art climbing wallThree PE classroomsTwo activities studiosLarge swimming pool (with training pool)A new swimming pool will be opened in 2012Two staff offices and changing rooms

Outdoor facilities includeAdditional Sports Centre for 2012Flood-lit all weather pitchThree rugby pitches (including the use of Dorchester Rugby Club pitch)Six football pitchesThree cricket squaresAthletics trackSix tennis courtsTwo outdoor basketball courtsFour netball courts.

21Outdoor Education


Outdoor Education forms a varied, interesting and challenging component of the students’ curriculum. Following a compulsory module in Years 9 and 10, which can include climbing, kayaking, orienteering and other team-building tasks, Year 11 students can specialise and pursue an activity further.

School Sailing ClubThis is a weekly event. The club introduces and develops the sailing skills required to handle a range of boats including Picos and Lasers. Sail training is offered up to RYA level 3.

Kayak ClubThis is a lunchtime activity for fun, in which students learn a range of individual paddle and rolling skills and follow aspects of the BCU 1, 2 and 3 syllabus.

Duke of Edinburgh’s AwardStudents can take part in the Duke of Edinburgh’s Award scheme in Years nine and ten—and also in the Sixth Form as part of their enrichment programme.

The five sections to complete are Physical Skills; Expedition; Community Service; Residential and Individual Skills. Direct entry into the Gold award is available.

Climbing ClubWith our state of the art climbing wall, this after-school club offers challenging and exciting activity for all levels of ability.

Water Polo ClubThis is a very popular – and exhausting – club which appeals to strong swimmers who are not averse to participating in a really physical contact sport.

Performing Arts22 Performing Arts

MUSICThe Music Department offers a range of performing opportunities and courses, with five teaching staff, and 28 visiting instrumental teachers.

Facilities are purpose-built with a Recital Room, two main teaching rooms (well-equipped with interactive ICT), a Sixth Form seminar room, an iMac suite, a Recording Studio, Music Technology Suite, and practice rooms. The Department owns a wide range of instruments for students to use.

At KS3 the performing arts curriculum includes Rock and Roll, Rap and Hip Hop. Students use a range of instruments, keyboards, and professional software. Singing is encouraged in all classes. At KS 4 and 5, we offer Edexcel GCSE, BTEC Level 2 Extended Certificate in Music, Edexcel Music and Music Technology AS and A2, and the International Baccalaureate.

Around 400 students take instrumental lessons at the School, and instrumental teachers also direct many enrichment activities, including Barbershop, Castlefield Singers, String Group, THS Orchestra, Ebonics Clarinet Ensemble, Flautissimo Flute Choir, Jazz & Improvisation, Concert Band, Big Band, Saxophonics Saxophone Ensemble, Harmony Group, THS Singers, and Theory Clubs. All these regularly perform formally and informally.

The Department organises biennial trips abroad: Salzburg (2008), Italy (2010). Shows produced include Jesus Christ Superstar, and Music of Bremen — this musical was generated entirely by students. This year we performed Bugsy Malone to sell-out audiences.

We join London’s Imperial College Symphony Orchestra each year, and we have together performed Vivaldi’s Gloria, Mozart’s Requiem and Mass in C minor, and Verdi’s Requiem. In December 2008 we combined in a performance of Walton’s Belshazzar’s Feast, Vaughan Williams’ Serenade to Music and Tippett’s A Child of our Time in London’s prestigious Cadogan Hall. This year we returned to perform Mahler’s Symphony No. 2.

The choir has visited St Paul’s, Birmingham, Guildford and Coventry Cathedrals, and Bath Abbey to sing Evensong. Last Summer we performed the Monteverdi Vespers together with soloists and orchestra from the Birmingham Conservatoire. This summer we will be performing Carl Orff’s Carmina Burana with percussion soloists from Imperial College

Each year our orchestra takes part in the Weymouth Festival, and a Summer Proms concert in the School Marquee.

Our Concert Band has links with many organisations, including the Services and has performed at the Royal Military School of Music, Kneller Hall.

Students take regular trips to hear the Bournemouth Symphony Orchestra, and to take part in other events in the local community, local care homes at Christmas, the Weymouth Festival, Kingston Maurward, and the Summer Music Society of Dorset.

Rock Bands are popular, and our annual ‘Battle of the Bands’ competition shows off our resident talent.


(above) Oliver Green as Bugsy Malone and Rebekah Coppard as Tallulah; (below) at The Big Band.


DRAMARecent productions include The Importance of Being Earnest, A Midsummer Night’s Dream and the in-house creations Meet the Boss, Alices in Wonderland and Music of Bremen. Students produce their own plays as part of their GCSE and A Level courses.

Professional performers visit frequently, including Absolute Theatre, The Theatre Royal, Bath and Box Clever. Individual performers also visit the School and we have been honoured to have many poets as visitors including Seamus Heaney. The School has twice hosted The Royal Shakespeare Company.

DANCEDance increases in popularity and the school now has two full time Dance specialists, with a wide range of extra-curricular activities including weekly clubs, theatre trips, workshops and performances. Dance artists and companies visiting the school recently include ACE Dance & Music, Motionhouse, Pretty Good Girl Dance Theatre, Transitions and Influx. Students worked with professional dancers from these companies and watched them perform current repertoire.

Performance opportunities at school include an annual dance show in the Autumn term when students show both curriculum work and pieces created in clubs and workshops. There are several other opportunities to show curriculum work throughout the year. Close links with the Drama and Music departments have led to joint projects giving students the opportunity to choreograph and perform to live music. The Barcelona and Salzburg visits included dancers performing to a swing band, a folk group, and a classical ensemble and choir. We are working towards our tour to Lake Garda, Italy this summer.

Recent projects have included an outdoor performance to open Sports Day, and Thomas Hardye’s second Dance entry in the Rock Challenge competition which involves 60 students. School facilities include well equipped Dance studios with sprung floors and mirrors.

23Performing Arts

Large numbers of students join in with the extensive and impressive range of extra-curricular activities available, particularly sport, music and drama. OFSTED

(above) The Thomas Hardye Singers give a concert with the Imperial College Symphony Orchestra; (right) a student performs classical dance in the school theatre.

24 Beyond the Classroom

There is significant provision of academic clubs across the full range of subject areas; students receive extra support with course work, homework and revision. The Resources and ICT Centres are open to students after school.

The School values and encourages a wide range of links with the local community in all curriculum areas and Year groups.

Students visit theatres, concerts, cinemas and art galleries, and take part in music and drama productions. Visiting speakers and workshops in Art, Drama, Music, Science and English all help to widen the curriculum. The school runs its own English and Music Festivals each year. These dates are published annually in the School Calendar. A timetable published each term details all homework, sport and music clubs.

The school has been recognised by the Education Extra Award for the quality of its extra-curricular provision.

Exchanges and Field TripsCommunity links across the world are developed by a variety of exchanges to France, Germany, Spain, and the USA.

Other visits take place to Kennedy Space Centre, Berlin and Krackow, Kassel, Honduras, Barcelona New York, Iceland, Kenya, Paris, Rome, St. Petersburg, Washington. Field trips take place for Biology, Geography, and History students.

George Green SchoolThe partnership with this inner city school in London’s Docklands is an opportunity for Thomas Hardye students to experience cultures unfamiliar to them and to make friendships away from both schools.

Junior Science OlympiadsThree students represented the UK in the 8th European Union Science Olympiad in Gothenburg, Sweden this year. They were awarded silver medals against 41 other teams from 21 European Union countries.

Edward Godfrey was chosen as the second UK student in the Physics

Challenge, and has been invited to join an elite party of the UK’s 20 top young mathematicians at the International Mathematical Olympiad training camp in Hungary. This year he will be part of the UK physics team for the World Physics Olympiad in Thailand.

Combined Cadet Force (CCF)The Thomas Hardye CCF has Army and RAF sections and a Band. The CCF leads our annual Service of Remembrance in November, when the whole school gathers outside the main School gates dedicated to the memory of former students who died in action.

Science CollegeThe school has forged links with organisations and ambassadors working in science, technology, engineering and maths, according to school needs. The aims are to: ❖ enhance student attainment❖ provide excellent role models❖ increase the number of students

participating in maths, science and other career opportunities

❖ increase the number of staff participating in maths and science industry opportunities

❖ work with partner schools ❖ encourage the wider community to

participate in and enjoy science.

Industry Partnerships


(top) Tom Hearing and Abigail Davies at the British Geological Survey; Edward Godfrey, Thomas Beauchamp and Lawrence Whatley at the Gothenburg Olympiad; Matthew Williams at the Bosch Technology Horizon Awards; (above right) students from the George Green School,

25Beyond the Classroom Industry Partnerships

Nuffield Science Bursary Nine sixth form students, funded for 4-6 week periods during the summer vacation, completed projects at BAE Systems; Dorset County Museum; Dorset Wildlife Trust; Queen Mary College, University of London; the RSPB, Chesil Bank and the Fleet Nature Reserve. They gave presentations at Bath University. Two projects were selected for the National Science & Engineering Competition.

Café ScientifiqueRegular meetings with representatives from industry and universities offer short talks on cross-curricular topical science to stimulate discussion between students and members of the public, for example: sustainable energy – the challenges; science and the swerving free kick; micro and nano technology in everyday life; moral mazes in bioethics; out on four limbs – the emergence of terrestrial vertebrates; trick or treatment? and alternative medicine on trial.

Career awarenessStudents have visited: Rolls Royce, Dorset County Hospital, Institute of Sound & Vibration Research, Met Office, Royal Society Summer Exhibition, Sigma-Aldrich.

Applied Science students visited Biotrack Ltd.; the Centre for Environment, Fisheries and Aquaculture Science; Imerys Minerals Ltd.; Palmers Brewery; Wessex Water sewage works.

BTEC Science visited the Kimmeridge Bay Marine Centre and the East Stoke River Laboratory.

Many scientists and mathematicians visit the school to boost lessons across the curriculum and give talks about their enjoyment of scientific careers. 22 young engineers entertained 400 Year 9 and 10 students at a ‘Meet the Engineer’ event supported by the Institution of Engineering and Technology to celebrate National Science & Engineering Week, and two PhD students worked as Biology and Psychology researchers in residence.

Curriculum extensionGeographers took part in decision making exercise workshops provided by the University of Bristol, DEED, the Environment Agency and Jurassic Coast; graphics students linked with Viridor Waste Management Ltd. and the Dorset Wildlife Trust to campaign against litter; biologists celebrated Darwin Day, visited Exeter University for a genetics practical, and entered the

Living Rainforest essay competition; bilingual students developed science and technology products for a ‘Passport to Export’ project with UK Trade & Investment and the British Embassy in Paris; Key Stages 3, 4 and 5 have experienced University of Southampton physics, Whizz Bang and Green Chemistry enrichment.

IB students experienced research at the National Oceanographic Centre, Southampton on RV Callista and supported the Institute of Physics at the Dorchester Show. Gifted and Talented students took part in ‘Bronze Crest Award in a Day’ activities.

Clubs Science, Technology, Engineering and Maths Ambassadors from industry help ‘STEM’ club students participate in British Science Association CREST Awards. The Fossil Club showcased their efforts supported by the World Heritage Jurassic Coast Team at local events and the national Big Bang Fair. Earthquake Detectives presented their research using the school seismometer at the British Geological Survey. Students represented the school at the London International Youth Science Forum. Others clubs investigate

Astronomy, Electronics, Fish-breeding, Green Power, Nettles, Photography, Robotics, Rockets and Superconductors and take part in ‘Science Family Fun Saturdays’ outreach events.

EngineeringThree sixth-form students, awarded prestigious Arkwright scholarships in 2010, inspire GCSE students to consider becoming engineers. Students have taken part in ‘Dragonfly Engineering for Girls’, Headstart and Smallpiece taster courses; the Bosch Technology Horizons Essay competition and attended lectures offered by the local branch of the Institution of Civil Engineers.

Science Fair and special eventsSpecial events for Key Stages 3, 4 and 5 have included the ‘Darwin Today’ exhibition (Research Councils UK); a Spectra roadshow; a Climate Change workshop; and Space School links with the Mullard Space Science Laboratory — and lectures were delivered by the local branch of the Institution of Civil Engineers.


Community and Business Partnerships26


Community and Business Links The school enjoys extensive community and business links. These links serve to: ❖ enhance student learning within the

curriculum ❖ raise the profile of the school within the

community ❖ provide a service to our partners within

the community.We are committed to developing existing links and always seek to establish new ones. Some of our recent Community and Business Partnership initiatives have included: Senior Citizens Christmas Party planned

and hosted by our Year 12 International Baccalaureate students for Maiden Castle Care Home, Dorchester.

Year 10 Work-related Learning Days all Year 10 students come off their normal timetable for a one day programme of business-related problem solving and team building exercises. The students meet local employers to put their skills and employability to the test.

Melcombe Day Centre, Weymouth. The Music Department has an annual link with Melcombe Day Care Centre entertaining their clients.

Community Lectures as a Science and Humanities College we hold eight Community Lectures a year. These are free, extremely popular with audiences of about 450 on each occasion, and raise funds for charities.

Lecturers this year included: Dr John Copley – Life in the deep oceanDr Lewis Dartnell – Astrobiology, the hunt for alien lifeDr Melanie Windridge – Powering the futureProf Tim Barrett – The Chinese IcebergMiss Lyndsay Hilton – Antarctica, the expeditionProf Ann Hughes – Women and the English Civil War

Work Placements students in Years 12 and 13 can opt to take a work placement, usually for one week. The placements are provided by local employers, including Hospitals, design practices, schools, residential homes, travel agencies, accountants, South West Trains and County Hall.

Work-related Learning Partnerships these projects cross several curriculum areas: Media Mogul; The Jury’s Out; Business Breakfast; Welcome Host; Yes Chef; Culinary Masterclass; Handbags and Gladrags.

Sixth Form Enrichment days held generally at Bristol University for Year 12 students to develop their subject awareness, and get a taste of options available at University.

Christmas Hampers every December our students produce these for The Hub and a womens’ refuge.

The Sixth Form Charity Week held in the later stages of the Summer term, it raises substantial funds for charities both at home and abroad and students thoroughly enjoy the process.

UK Youth Parliament students are invited to stand for election as members of the UK Youth Parliament.

Oxbridge Conference the school hosts this annual conference to help students from all over the south west with their university applications.

Link with Goulds Café 11 Year 12 food technology students decide on a menu, orders are taken by Goulds and students then prepare and serve their dishes to customers.

FundraisingThe School raised over £7,000 for the Haiti Earthquake Appeal, of which £3,000 was raised by an all-night sleep-out involving Year 12 IB students and Student Voice.

(from top) supporting the Institute of Physics at the Science Fair; learning to use a microtome tissue slicer; paper construction on a Work-related Learning Day; brewing real ale at Palmers.

27League Tables


A LevelLeague table

GCSEandA Levelresults

Tables above: The Guardian©.

In 2010, the school performed exceptionally well in the GCSE and A Level league tables.

At GCSE our average pupil point score was 568.3 which placed the school among the highest-performing comprehensives and academies in the country. Thomas Hardye Sixth Form is one of the largest and most successful Sixth forms in the country, and we out-perform all other state Sixth Forms in Dorset by a wide margin.* This is even more impressive as the School is truly comprehensive and enters all students for examinations.

There are over 2000 Sixth Forms in England. This year we came 46th in the Guardian A Level results for comprehensives. The relative size of our Sixth Form entry makes this all the more impressive. This is how we compare:

Students UCAS School entered points structure

Thomas Hardye School, Dorchester 326 364.7 compr.

Parmiter’s School, Watford 154 363.9 compr.Torquay Boys Grammar School 141 362.1 selectiveIlkley Grammar School, Ilkley 165 360.69 compr.Sexeys School, Bruton 74 360.0 compr.Bournemouth School 147 359.2 selectiveStroud High School, Stroud 114 357.63 selectiveThe Skinner’s School, Tunbridge Wells 105 353.9 selectiveLondon Oratory School 166 353.0 compr.Sir Henry Floyd School, Aylesbury 141 343.83 selectiveCherwell School, Oxford 238 342.52 compr.Kingsbridge Community College, Kingsbridge 137 332.12 compr.Gordano School, North Somerset 156 326.47 compr.Cleeve School, Cheltenham 166 314.4 compr.Lytchett Minster, Poole 107 287.7 compr.The Sir John Colfox School, Bridport 54 269.1 compr.The Gryphon School, Sherborne 158 259.2 compr.Queen Elizabeth’s School, Wimborne 144 247.0 compr. *average point score per student. (Data: The Guardian Online A Level results tables)

28

Admission to the SchoolStudents are admitted to the Thomas Hardye School in accordance with the Governing Body’s Policy for Admissions.

At present the school is significantly over-subscribed. If you wish your child to be considered for admission, please contact the Headteacher.

Open DaysThese are held in the Summer term for all parents of students in Year 8 moving up to the school in September. Their child will visit the school several times in the Summer term to meet their new tutor and members of their tutor group and to experience lessons for a day. This helps them to become familiar with the school before joining later in the year.

For further information please contact:The Thomas Hardye SchoolQueen’s Avenue, Dorchester, Dorset DT1 2ETTelephone: 01305 266064Fax: 01305 250510web site: www.thomas-hardye.dorset.sch.ukemail: [email protected]

Admissions

Although they work very hard and take

full responsibility for their own learning,

students also enjoy school very much.

OFSTED

We would like to thank students and staff, in particular the Art Department, Mrs J. Wardlaw, and Mr R. Scott for use of their work and photographs. Design & production: Euan Williams.


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