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Dear Parents It gives me great pleasure to welcome you and your daughter or son and to introduce you to some of the highly valued qualities of Parrenthorn High School. In December 2008 the school was inspected by OfSTED. The report, which I encourage you to read, said the school was Outstanding. This is the highest OfSTED category and we are delighted that they judged the work of this school Outstanding In July 2009 the £7.5 million refurbishment and extension of the school was completed. The school has state of the art classrooms, a Music Suite, an Assembly Hall, a Drama Theatre, Technology classrooms, Science laboratories and a range of sporting facilities including Sports Hall, mini-gym, squash court, astro turf pitch and extensive playing fields. I trust that after reading this prospectus you will have a clear view of the aims of the school, its curriculum and pastoral organisation, and the range of opportunities available to all pupils including extra-curricular activities such as girls and boys team games, drama (preparation for school productions), music, choir, foreign holidays, Library, Homework Club, Peer Supporters, Playground Leaders, School Council, Prefects, Duke of Edinburgh etc. The school aims for the highest possible standards of work and behaviour. Our pupils succeed because they believe in themselves and we believe in their capacity to do their best. The message ‘what kind of hero are you?’ is used to encourage pupils to stand out from the crowd and to perform at their best The Parrenthorn Partnership document on page 10 illustrates our view that pupils are most successful when education is based on a strong partnership between parents, pupils and school. Discerning parents want to send their children to a school which strives for excellence and high achievement within a secure and caring environment. I can assure you that the staff and governors will do everything we can to make your child’s education at Parrenthorn a happy and successful experience, starting with our induction programme for year 7 pupils in North Wales. If you require further information or would like to see the school during a normal morning, or during an afternoon session, then please do not hesitate to contact me to arrange a visit. I hope to be able to meet you and your son or daughter soon. Yours sincerely MR C BELL Headteacher

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CONTENTS Letter from the Headteacher Quotes from our last OFSTED Inspection (December 2008) 3 The School 4 School Year 5 Staff List 6 Pastoral Care 8 The Curriculum 13 Out of School Activities 24 Examination Results 26 School Uniform 28 Admission Arrangements 29 Bus Information 30

STOP PRESS

2016 OPEN EVENING THURSDAY 6th OCTOBER 2016

6.00 p.m. - 8.30 p.m.

2016 OPEN DAY FRIDAY 7th OCTOBER 2016

9.15 a.m. – 11.45 a.m.

2016 Examination Results

of Year 11 pupils achieved 5 or more A* to C grades

of Year 11 pupils achieved 5 or more A* to G grades

of Year 11 pupils achieved 5 or more A* to C grades including English and Mathematics

of Year 11 pupils achieved the English Baccalaureate

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Parrenthorn High School was inspected by OFSTED in December 2008. The following quotes are taken from the report – “Parrenthorn High School is outstanding because students make excellent progress and reach exceptionally high standards.” “Staff share a common goal to make sure all students are given the best possible chance to succeed.” “There are high expectations of staff and students. As a result, much of what is seen as the norm in this school is outstanding.” “Students try hard in lessons and are keen to succeed. They recognize how good the school is and were keen to tell inspectors about its strengths.” “Pastoral support for students is outstanding.” “Students get off to an excellent start in Year 7 due to the well planned transition arrangements and develop confidence quickly.” “Students enjoy coming to school and parents are very positive about the education and care their children receive.” “There are many and varied extra-curricular activities and participation rates are very high.” “Performance in English, Mathematics and Science has improved very significantly and is outstanding.” “Mature and sensible relationships among students and between students and adults illustrate the high level of personal development.” “Students exuded confidence when they spoke to inspectors and their independence and self-esteem shone through, displaying a greater maturity than would be expected for their age.” “The curriculum is outstanding because it has been well tailored to meet students’ needs and aspirations.” “Students receive outstanding care, guidance and support when they start the school and this is maintained throughout their school career.” “Leadership and management are outstanding as is demonstrated by the impact on the performance of the school.” “The headteacher ensures that staff are focused on raising standards, achievement and the quality of behaviour.” “This is a very inclusive and harmonious school where links with the community are very strong.” “Particularly good partnerships have been built with local primary schools and local colleges to ensure excellent transition arrangements for students.”

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THE SCHOOL Parrenthorn High School is a community, co-educational, comprehensive school designed to cater for pupils between the ages of 11 and 16. The school was opened in 1974 and its facilities include a Drama Theatre, Sports Hall, Squash Court, a mini gymnasium, specialist rooms for Music, Technology, Food Technology, Art, Information and Communication Technology, Modern Languages and Science, together with a Library/Resource Area, general rooms for English, Mathematics and Humanities subjects, and a dining hall. Extensive playing fields are on site, together with netball courts, basketball courts and an astro turf all weather pitch. The school was extended and refurbished at a cost of £7.5 million in 2009. All classrooms are of a high standard with up to date teaching facilities. Religious Education within the school is non-denominational and follows the Bury LA Agreed Syllabus. Parents wishing to exercise their right to withdraw their children from Religious Education, or acts of Collective Worship, should inform the school. MISSION STATEMENT Parrenthorn High School is a popular school, valued by its local community. We provide each of our pupils with the opportunity to fulfil their full potential in a caring and supportive environment where high quality teaching and learning can take place ensuring success for all our pupils. We maintain positive links with the wider community and promote in our pupils self-esteem, an appreciation of rights and a willingness to accept responsibilities. AIMS The school aims: to encourage pupils, whatever their abilities and aptitudes, to develop enquiring minds, the ability to debate and discuss rationally, and to acquire knowledge and understanding; to encourage parents and the community to be involved with the whole life of the school, fostering an awareness of the school as an integral part of the community; to encourage pupils to appreciate their own worth and culture, as well as that of others from around the world, in order that they reach a better understanding of the world and society; to encourage pupils to make progress in their learning commensurate with their abilities in each National Curriculum key stage.

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THE SCHOOL YEAR Dates of the school terms and half-terms for the next school year are as follows:- Autumn Term Begins Monday 5th September 2016 Autumn Mid-Term Close Thursday 20th October 2016 Re-open Monday 31st October 2016 Christmas Close Thursday 22nd December 2016 Re-open Monday 9th January 2017 Spring Mid-Term Close Friday 17th February 2017 Re-open Monday 27th February 2017 Easter Close Friday 31st March 2017 Re-open Tuesday 18th April 2017 May Bank Holiday Close Friday 28th April 2017 Re-open Wednesday 3rd May 2017 Spring Bank Holiday Close Friday 26th May 2017 Re-open Monday 5th June 2017 Summer Close Friday 21st July 2017

Time

PUPIL ABSENCES FROM SCHOOL

Parents do not have the legal authority to take children out of school. Requests for pupils to be absent from school should be made in writing to the Headteacher well before the planned absence. Permission is only granted in exceptional circumstances in line with Local Authority guidance and Government Legislation.

From September 2013 new Government legislation does not permit Headteachers to approve absence from school for a family holiday.

Any parent who takes their child out of school without permission will receive a fixed penalty notice (i.e, a fine)

THE TIMING OF THE SCHOOL DAY Currently the school day begins at 8.40 a.m. and ends at 3.20 p.m. timetabled as follows:-

8.30 a.m. Pupils arrive at school 8.37 a.m. Whistle 8.40 a.m. - 8.50 a.m. Registration 8.50 a.m. - 9.50 a.m. Period 1 9.50 a.m. - 10.50 a.m. Period 2 10.50 a.m. - 11.10 a.m. BREAK – Canteen open 11.10 a.m. - 12.10 p.m. Period 3 12.10 p.m. - 1.10 p.m. Period 4 1.10 p.m. - 2.05 p.m. LUNCH – Canteen open 2.05 p.m. - 2.20 p.m. Registration and Assembly 2.20 p.m. - 3.20 p.m. Period 5 3.20 p.m. FINISH

Parents are asked to encourage their children to arrive at school by 8.30 a.m. Great emphasis is placed on punctuality and a record is kept of pupils who arrive late for morning or afternoon school. Any alterations to the timing of the school day will be notified to parents of new pupils at the Induction Evening in July 2016.

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Mr N Moores BA (Hons) Assistant Headteacher (School Improvement Pastoral),Head of Learning Support/SENCO

STAFF LIST Mr C Bell BSc (Hons) NPQH Headteacher Mrs N Waywell BSc (Hons) Deputy Headteacher (Pastoral) Mrs V Maguire BA (Hons) Deputy Headteacher (Curriculum) Mrs A Havers BA (Hons) Assistant Headteacher (School Improvement Curriculum)

Mr R Garratt BSc (Hons) Head of PE, Associate Assistant Headteacher (Senior Role)

Mrs E Biggar BA (Hons) Second in English

English, Drama, Modern Foreign Languages, Music Miss L Keeton BA (Hons) Head of English

Mrs C McAlpine BEd English Mrs S Kearsley BA (Hons) English Miss E Higgin BA (Hons) English Miss G Landells BA (Hons) English Miss E Willcox BA (Hons) English Mrs L Stokes BA (Hons) Head of Modern Foreign Languages Mr S Entwistle BA (Hons) Second in Modern Foreign Languages Mrs K Ford BA (Hons) French, Spanish Miss J Hyndman BA (Hons) French, Spanish Mrs B Lester BA (Hons) French, Spanish Mrs R Payne BA (Hons) Head of Drama Mrs E Chinnery BA (Hons) Drama Mr C Flynn BA (Hons) Head of Music

Mrs J Wainwright BSc (Hons) Science, Head of Year 10

Mathematics and Science Miss S Naylor BEd Head of Mathematics Miss R Taylor BA (Hons) Second in Mathematics Mr M Woolford BEd (Hons) Mathematics, Head of Year 8 Mr A Mahon BA (Hons) Mathematics Miss L Hayward BA (Hons) Mathematics, Head of Year 7 Mr S Tippetts BSc (Econ) Mathematics Mr N Egan BSc (Hons) Head of Science Miss D Taylor BSc (Hons) Second in Science

Miss E Sinkinson BSc (Hons) Science Mr A Brigden BSc (Hons) Science Mr J Foster BSc (Hons) Science Mr M Redfearn MPhys (Hons) Science Mrs S Rajendran BSc (Hons) Science Technology (Art, Food Technology, Resistant Material Technology, Product Design Technology, Graphic Product Technology, Textile Technology, Information Technology) Mrs M Banning ATI Head of Technology, Textile Technology Mr S Crompton Second in Technology, Resistant Material Technology Mrs C Pickup BA (Hons) Art Mrs E Morris BA (Hons) MA Art Mrs K Leach BA (Hons) Art Miss S Laurence BA (Hons) Food Technology Mr A Godwin BA (Hons) Graphic Products Mr J Ryan BSc (Hons) Head of ICT Mrs C Bennett BA (Hons) ICT, Head of Year 9 Geography, History, RE (Humanities) Ms S Bodkin BSc (Hons) Head of Geography Miss L Garnett BA (Hons) Geography Mrs R Coulson BA (Hons) Geography/History

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Mr A Goodlad BA (Hons) Head of History, Citizenship Coordinator, PSHE Coordinator Mr J Walsh BA, MA History Miss J Hollstein BA (Hons) Head of Religious Education Mr M Emery BA (Hons) Religious Education/History Physical Education Mrs D Kinsey BA (Hons) Head of Girls’ PE Mr M Hunter BSc (Hons) PE, Head of Year 11 Miss M Lee BA (Hons) PE LEARNING SUPPORT DEPARTMENT (SEN) Miss M Ashwell Learning Support Assistant Mrs S Auston Learning Support Assistant Mrs K Brady Level 4 Learning Support Assistant Ms M Chortiw Learning Support Assistant Miss K Davidson Learning Support Assistant Mrs C Finnigan Level 3 Learning Support Assistant Mrs H Dunn Learning Support Assistant Ms J Gamble Learning Support Assistant Mrs C Hardy Learning Support Assistant Mrs C Heap Learning Support Assistant Ms A Iqbal Learning Support Assistant Miss A Johnson Learning Support Assistant Mrs B Khadhraoui Level 4 Learning Support Assistant Ms F Lynch Level 4 Learning Support Assistant Miss O Spencer Learning Support Assistant Mrs K Tansey Level 4 Learning Support Assistant Mrs L Traynor Level 3 Learning Support Assistant Mrs P Tweedale Level 3 Learning Support Assistant Mrs A Walker Level 4 Learning Support Assistant Mrs D Yates Learning Support Assistant Business Manager Office Manager/ Attendance/Pastoral Secretary Mr A Morley Headteacher’s Secretary Mrs J Pinkney DMS, DSBM, Ainst AM (AdvDip) Mrs K Cross Data & Assessment Manager Office Administrators Mrs J Robbins Mrs E Henry Mrs M Edwards Examinations Officer Inclusion Manager Mrs A Griffin Mrs S Hardman HLTA, Certificate in Counselling Skills (Level 2), Learning Managers Pastoral Manager Mrs A Bradford Mr P Selby Mrs C McMurdo Librarian Mrs J Zoltie BA (Hons) Design Technology Technicians Technicians Mr D Baird Mrs C Carroll Miss Z Higgins Mrs D Mallon Network Manager ICT Technician Mr M Imran B Eng (Hons) Mr C Hall Site Management Maintenance Mr D Walters – Site Manager Mr M Toland Mr P Kay – Assistant Site Manager Mr A Kay - Caretaker

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PASTORAL CARE Care and Support Pastoral Care at Parrenthorn High School is centered on helping your child to develop intellectual and social skills, emotional stability and the ability to adapt to his/her learning environment so that every pupil has the maximum chance of success. Head of Year Pastoral care is organised on a year basis. The Head of Year is responsible for all pupils in the year and works closely with the Form Tutor in dealing with any problems that may arise. We believe in keeping parents informed and in establishing good communication between school and home from the first day your child joins the school. The Head of Year 7 is responsible for the induction of new pupils and works closely with the Primary School Transition Co-ordinator who is in charge of the residential course in North Wales. This takes place early in September and helps pupils make new friends and settle into Parrenthorn High School. The Form Tutor In each year pupils are grouped into six forms. Each form has a Form Tutor, who is responsible for immediate day to day care and support. When your child is in need of help or advice, he or she should go to the Form Tutor in the first instance. The Form Tutor will help pupils whenever difficulties arise concerning school work, relationships between pupils or adjustments to their new school. Much of the contact between home and school is undertaken, in the first instance, by Form Tutors. Assistance from External Agencies The school receives regular visits, many of them weekly, from the School Attendance Team, The Bury Pupil Learning Centre Staff, the School Nurse, MJD Counselling Services and the Connexions (Careers) Service. The Personal, Social, Health and Economic Education (PSHE) and Citizenship Programme PSHE and Citizenship is taught through a five year Programme which incorporates Careers Education, is designed to help pupils acquire the skills to fulfil their potential during their school career and to prepare them for adult life and the world of work. Topics such as Health Education, Personal Safety, Growth Education, Citizenship, Study Skills, Environmental Education and Economic and Industrial Awareness are taught in PSHE and Citizenship. Growth Education Growth Education (or Sex Education) is taught as part of a PSHE and Citizenship Programme which introduces and prepares pupils for the opportunities, responsibilities and experiences of adult life. We teach sex education always within the context of relationships and have followed the recommendations of the Education Act 1993: Sex Education in Schools, published by the Department for Children, Schools and Families in May 1994. Parents wishing to exercise their right to withdraw their children from Growth Education lessons should inform the school. Should you require further information about this subject please contact the School Office for a copy of the Growth/Sex Education Programme.

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Citizenship At Parrenthorn High School the delivery of Citizenship takes three strands: discrete Citizenship lessons delivered through the PSHE programme of study, delivery across the curriculum where individual subjects have a particular contribution to make to Citizenship education and delivery through the non-taught curriculum encompassing such things as the work of the Student Council and special events. Pupil Planners Each pupil is issued with a Parrenthorn Pupil Planner to enable him/her to record homework and plan study time effectively. Parents are asked to check and sign Pupil Planners each week and are invited to send comments or queries to Form Tutors if the need arises. Teachers will also use the Planner to communicate to parents. Rewards and Sanctions Achievement and service are celebrated whenever possible. Hero points, prizes and other rewards are awarded when pupils have made a consistent effort in class, produce a very good piece of work or have been particularly polite, helpful or caring in their attitude to others. The school’s policy is that pupils respond best to praise which promotes positive reinforcement of good behaviour. The school’s Behaviour Policy states that consistency and fairness form the basis upon which sanctions are applied. There are times when children behave in an unacceptable manner and sanctions are necessary. Initially, this may be extra work for a minor misdemeanor, or detention for a more serious offence, (e.g. repeated failure to hand in homework on time), leading to a fixed term or permanent exclusion in very serious cases. Parents play a major part in the school’s behaviour system, particularly in the case of serious offences when they are invited to school to discuss problems which their child may be experiencing. We believe parents also have a vital role in supporting their child in all aspects of their learning, as shown by the Parrenthorn Partnership Document, (included in this prospectus). The best way to encourage good behaviour is by a clear code of conduct backed by “a balanced combination of rewards and punishments within a positive community atmosphere”. The school is committed to encouraging, rewarding and praising pupils whenever possible. The school adopts a zero tolerance approach to poor behavior and poor uniform, clear expectations are set and reinforced by all staff. Home-School Relations We believe that good home-school relations play a key role in assisting your child to maximise his/her potential. The school is committed to the Parrenthorn Partnership (see page 10 of this Prospectus), which is an integral part of our philosophy. It provides a code of conduct for pupils and a clear understanding of the obligations placed on teachers and parents. Parents are encouraged to keep in close contact with the school. Opportunities are provided for parents to meet members of staff in order to discuss their child’s progress at parents’ evenings. Special interviews with staff may be arranged at a mutually convenient time during the day, by appointment, where this is considered necessary. Regular communication is also maintained through a variety of media including letters, planners, text, email and the school website. The issue of termly reports will help to keep you fully informed about your child’s progress. Illness at School The school is equipped with a waiting area and several members of staff are qualified First Aiders. However, when children become ill in school and are unable to return to their lessons, the pupil must inform a teacher who will send the pupil to the Office. We will endeavour to contact you to make arrangements to send sick children home, provided that there is somebody there to care for them. Although the school will have relevant telephone numbers on the initial admission form, please ensure that your child knows each day where you can be contacted by the school. Please note that we are unable to send pupils home unaccompanied. In the event of more serious illness or accident, the child will be sent to hospital by ambulance or car. Every effort will be made to inform parents of such events.

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Medical Details Please notify the School Office, in confidence, of any medical history or medical problems which concern your child and of any special medical treatment which has to be administered regularly under properly supervised conditions. Physical education and games are a compulsory part of the school curriculum and all children will be expected to take part. If there is a reason why your child should be excused from such activities over a long period, a doctor’s medical certificate may be required. Pupils who are well enough to attend school are expected to attend PE lessons and must bring their PE kit to school. If they are unwell, or have a specific injury, a parental note will alert the PE department who will ensure that any exercise/task given during the lesson is compatible with the child’s injury or sickness. Emergency Contact Please ensure that you have given one or two emergency telephone numbers on your child’s Admission Form and always keep the school informed of any changes of address or telephone number. Personal Property Pupils are asked to attend school with a school bag in which to keep personal property, school books and equipment on loan. Other essential items for the school bag are pens, pencils, a ruler, a pencil sharpener, an eraser and a calculator. All items of personal property should be clearly marked with the owner’s name. Every effort will be made to trace lost items and should such property be found it will normally be retained for collection in the General Office. Money brought into school should be kept to a minimum. Lockers are available for pupils to store their belongings in. A deposit is required which is returned when the key is returned. As space for lockers is limited they are allocated on a first come basis. For safety reasons, high heeled shoes, jewellery or make-up including nail varnish are not permitted. Extreme hair styles and piercings to parts of the body are considered unacceptable. Articles which could cause offence or danger are not allowed in school. We recognise that the mobile phone is a very useful piece of technology; unfortunately this technology can be misused which can lead to considerable problems in school. These problems include making and receiving text messages in class and using phones to take photographs in school. We also recognise that parents feel more comfortable knowing that their child has a phone with them in case there is an urgent need to make contact outside of school hours. The use of mobile phones or any other electronic gadgets is not permitted in school under any circumstances. If a pupil is found using a mobile phone or other electronic gadget in school it will be confiscated by the teacher in charge and placed in the school safe. The item will only be returned when the pupil’s parent/guardian comes to school to collect it. Alternatively, it will be returned to the pupil at the end of week. Please note: Parents should never phone children during the school day. If urgent contact is needed please phone the school office. Pupils can ride a bicycle to and from school. There are two lockable, covered shelters at the front of school where bicycles can be left. The school does not accept liability for damage or loss of bicycles left on the school premises. Pupils are advised to wear a safety helmet for protection.

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Attendance At Parrenthorn High School we have very high expectations regarding Attendance and Punctuality. To assist us with this we use the technology; Truancy Call and Call Parents. Truancy Call sends (to parents whose children are absent from or late to school) an automated phone call to the landline or mobile phone (in English and a variety of other languages), a text message to their mobile phone and an email. Parents are then required to respond to these messages by the same manner. Call Parents sends a text message to parents’, students’ and teachers’ mobile phones or should they not have a mobile phone, it will translate the text into voice using the latest text to speech technology from BT and deliver that to any landline phone. It can be used to communicate information to parents such as Parents’ Evening dates and Prize Giving information. Please ensure you inform the school in advance if your child is going to be absent and do not allow them to take time off unnecessarily. Unauthorised Absence Unauthorised absence represents an absence where the parent/guardian has not informed the school regarding a reason for the child’s absence or absences not authorised by the school. Parrenthorn continually has one of the best rate of attendance of schools in Bury. Attendance 2015/16 Percentage of half days missed through: Authorised absence 1.85% Unauthorised absence 3.03% At the time these figures were calculated there were 865 pupils on roll. In cases of absence a phone call should be made to inform school and also a dated parental letter of explanation should be brought to the form tutor immediately on the day of return. If your child is going to be absent for five days or more, would you please provide medical evidence in the form of a doctor’s note or prescription, or an authorized stamp in your child’s School Planner. It is vitally important that the school knows where your child is if he/she is away from school. In the event of an unexplained absence, the school may, if it is considered necessary, contact parents by telephone. There is more information regarding illness procedures in your child's Planner. Please read this carefully. Complaints Procedure Parents who wish to know about the procedure for making a complaint about the curriculum and related matters should contact the school or consult the school website - www.parrenthorn.co.uk. School Policies Policies of interest to parents/carers can be found on the school website www.parrenthorn.co.uk.

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PARRENTHORN PARTNERSHIP The expectations we have of all pupils, students and adults at Parrenthorn, with regards to behaviour, are built around: respecting oneself, respecting others and respecting the environment. The School will endeavour: To value your child as a member of the school community and of society at large. To care for your child in a form group. The Head of Year and Form Tutor will help to guide your child personally, socially and academically. To provide a suitably balanced curriculum which promotes equal opportunities for differing needs and abilities within the bounds of the National Curriculum. To encourage good attendance and punctuality and to reward these appropriately. To provide a homework timetable and planner and to set homework appropriately. To encourage high standards of behaviour at all times. To encourage a high standard of appearance with a strong uniform policy. To welcome you into school to report your child’s progress and to discuss your child, especially at parents’ evenings. To offer a wide variety of extra-curricular activities. To keep you informed about school life with regular newsletters. To reward your child for achieving good standards in relation to their level of ability. To impose sanctions if this becomes necessary. Headteacher Signature:

The Parent/Guardian will endeavour: To encourage their child to make positive contributions to the school. To take a personal interest in the work of their child. To encourage their child to reach his/her full potential. To encourage their child to attend school on time every day except where illness prevents this, and to notify the school in writing of the reasons for any absence. To encourage their child to have high standards of behaviour at all times. To send their child to school in full uniform. To contact the school to discuss their child and to attend parents’ evenings. To encourage their child to participate in extra-curricular activities. To read all communications from school and to respond as necessary. To recognise and praise their child’s good work and application. To ensure that their child completes sanctions including community service, after school detentions and inclusion in accordance with school policy. To support school in ensuring that their child understands to importance of maintaining good relationships with others in our local community i.e. residents, businesses and schools. Parent/Guardian Signature:

The Pupil will endeavour: To make positive contributions to the school. To ‘get along’ with other members of the form and to respect their property. To do whatever is necessary to reach his/her full potential. To attend school every day on time, except where illness prevents this, and to bring a note which explains any absence on his/her return. To enter all homework details in his/her homework planner and to complete the work on time. To behave well in and outside of school at all times. To attend school in full uniform and with all necessary equipment. To discuss work with teachers and parents, and to listen to and act on their advice. To contribute to the life of the school outside of lesson time where possible. To take home all communications, discuss the contents with their parents and return necessary information. To understand that achievement and application are worthwhile and will be rewarded. To accept responsibility for their actions and where necessary complete sanctions including community service, after school detentions and inclusion in accordance with school policy. To behave in a manner which promotes the reputation and good name of Parrenthorn High School in the community at all times. Pupil’s name Pupil Signature:

Revised May 2015

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THE CURRICULUM Aims The curriculum should:

• be balanced and broad; • promote the spiritual, moral, cultural, mental and physical development of the pupils at the school; • prepare pupils for the opportunities, responsibilities and experiences of adult life; • promote progression to further education, training and employment; • satisfy the National Curriculum Orders for England; • and form the baseline from which to measure progress.

Years 7 to 9 (Key Stage 3) During the first three years (Years 7, 8 and 9), all children follow a general course of study in English, Mathematics, Humanities (Geography, History and Religious Education), Science, Information and Communication Technology, Technology (Resistant Materials, Food and Nutrition, Textile Technology, Graphic Products and Product Design) Music, Drama, Art and Physical Education. Two languages are taught in Year 7 - French and Spanish. Pupils experiencing difficulties in English are only taught Spanish and more time is given to improve their literacy. Year 7 are placed into gender balanced CYGNET teaching groups (named after the school badge) on the basis of their Key Stage 2 results. Groups C and N are more able pupils while groups Y, G, E and T are slightly smaller and contain pupils of all ability ranges. During the first term pupils will be assessed in all subjects and this data will be used to review the groups. Changes may be made at the end of the autumn term. Technology and ICT are taught as a year group in which pupils are placed into one of eight teaching groups based on general ability in the various disciplines which make up Technology. These arrangements ensure that the maximum progress is made by all pupils in Year 7. In Year 8, pupils are placed into one of two, equal ability half year groups called Orange and Yellow. Within these half year groups, pupils are placed in sets by each subject department according to their ability in that subject. This arrangement applies to the majority of subjects and gives the opportunity for pupils to fulfill their full potential in that subject. Lower ability pupils are placed in appropriate groups, where they continue to receive learning support as appropriate and are taught in smaller groups. In Year 9, the design of the curriculum is similar to that in Year 8 apart from in English and Science where pupils are placed in seven sets across the whole year group. In Technology pupils drop one subject and pupils study two subjects out of Art, Drama and Music. Pupils study French or Spanish if not in the top set. Pupils are monitored and continually assessed throughout the year. A variety of strategies are used to assess pupils and these include specific lesson tasks, learning projects, end of unit tests and end of year examinations. All pupils have targets in every subject and their assessments are used to show how each child is making progress towards achieving their targets. Teachers will review the targets and progress with pupils and with parents. The aim of this monitoring is to determine a child’s ability, levels of attainment and particular learning needs. Years 10 and 11 (Key Stage 4) These two years build on the firm foundations set in Years 7 to 9. The curriculum consists of compulsory core subjects and optional subjects. Core subjects are English Language, English Literature, Mathematics, Science, RE and PE. The majority of pupils study a Modern Foreign Language (French or Spanish) and either Geography or History as part of their Core Curriculum. To achieve the English Baccalaureate, pupils must study English, Mathematics,Science, French or Spanish and Geography or History. Pupils are divided into two equal ability and equal gender groups called Orange and Yellow. Setting takes place within the half year group according to their ability in that subject. Most teaching groups are smaller in key stage 4 as there are 8 sets for subjects such as English and Mathematics. Personal, Social, Health and Economic Education (including Careers) with Citizenship is also a core subject, but this is taught in form groups in several drop-down days during the year.

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Pupils are given the opportunity to make choices between subjects such as Art, Drama, Music, Computer Science, ICT, History, Geography, Technology subjects and Physical Education. Pupils have the opportunity of taking three sciences, Biology, Chemistry and Physics if they are making excellent progress in Science. The process of choosing their option subjects is robust and involves pupils, parents, teachers and the careers service. This guided choice completes a Key Stage 4 curriculum which is broad and balanced and allows pupils to study 10 or more subjects to external examination level. Some pupils are given the opportunity to choose vocational subjects which are taught at Bury College. These courses include Engineering, Hair and Beauty and Construction. Post 16 Progression to education, training or employment are achieved through:

• Providing links to colleges, further education and work; • Careers interviews, mock interviews, external speakers etc; • Support of literacy and numeracy throughout the curriculum; • A broad and balanced curriculum offering transferrable skills • A range of qualifications to satisfy the needs of individual students working to their strengths.

Learning Support All staff make provision within their subject area for pupils who have difficulty in gaining full access to the curriculum. This provision ranges from differentiated resources to additional materials from the subject teacher. Where difficulties persist, or are greater than can be managed, the Learning Support Department offers advice, resources, specialist withdrawal programmes or in lesson support (sometimes in liaison with the Bury Central Learning Support Service or New Summerseat House Pupil Learning Centre). The Learning Support Base is open at break times and at lunch times, providing help and informal contact with pupils needing support. The department places great emphasis on liaison with parents. Any parent wishing to visit the Learning Support Department can do so. Please ring the school office and ask for the Head of Learning Support, Mr Moores who is also the Special Needs Coordinator. Homework Homework is considered a vital extension of the work being done in the classroom and parents will receive a copy of their child’s homework timetable, details of the type of homework which will be set and a subject guide which describes the nature of the homework for each subject. The school welcomes any support which parents can give in ensuring that homework is completed fully and on time. Homework is not necessarily written work. It may consist of learning, reading, drawing diagrams or investigational research work. Details of the homework will be written by the pupils into their Pupil Planner, together with completion dates. Parents are asked to read and sign their child’s Planner weekly and to contact the school if they are in any way concerned about homework. Printed information regarding homework is sent to parents each September. Progress File The process of recording achievement takes place throughout the school. Pupils are regularly encouraged to evaluate their progress and to set themselves targets in order to enhance their learning. The process is designed to increase pupils’ self-awareness. At the end of Year 11, every pupil will leave school with a Progress File. During the five years at Parrenthorn High School, pupils collect and record their achievements both in school and in the community. These achievements are drawn together in a final document. Marking and Feedback Pupils’ books are marked regularly by teachers in green and next steps (NS) are given. Pupils must respond to the comments in red pen if improvement and progress in subjects is to be maximized.

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Careers, Education, Information, Advice and Guidance Careers, Education, Information, Advice and Guidance is a whole school approach integrated within the Personal, Social and Health Education Programme. The syllabus outline can be divided into four separate areas:- 1. A planned programme of study which supports the development of key skills and which informs young people about careers and the options open to them in education, training and work. 2. Information in a form that can be used by young people of different ages and abilities. 3. Advice and guidance, including help in assessing interests and abilities. 4. Participation in recording achievements and action planning to support learning and transition. The Careers Resource Centre, located in the School Library has been refurbished, updated and contains all the latest pathways for post 16. The Connexions Service Connexions Bury is the advice, information and guidance service for 13-19 year olds in the Bury area, which started on 1st September 2002. Connexions, provided by qualified advisers, brings together the services that can help pupils make a success of their life. These include: Health, educational and personal development advice and information Information, advice and guidance on education, employment, training and careers

The Connexions Service is for all young people aged between 13 and19 whether in school, college, training, unemployed or just thinking about what to do next. Connexions works through Personal Advisers who are based in schools, colleges, Connexions Centres and in the local community. They give young people the help they need when it is required. We use a system of appointments and drop-in sessions. A Personal Advisor also attends Year 9 Options Evenings and Year 11 Information Evenings.

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NATIONAL CURRICULUM SUBJECTS AT KEY STAGE 3 AND KEY STAGE 4

English Key Stage 3 The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word. English also aims to develop pupils’ love of literature through widespread reading for enjoyment. English aims to ensure that all pupils:

• read easily, fluently and with good understanding • develop the habit of reading widely and often, for both pleasure and for information • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for

reading, writing and spoken language • appreciate our rich and varied literary heritage • write clearly, accurately and coherently, adapting their language and style for a range of contexts,

purposes and audiences • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding

and ideas • are competent in their spoken communication, making formal presentations, demonstrating to others

and participating in debate. All pupils in Years 7, 8 and 9 will follow the new English programmes of study: Key Stage 3 National Curriculum in England for Reading, Writing and Spoken Language. Key Stage 4 All pupils will study both English Language and English Literature at Key Stage 4 and will follow the new GCSE linear specifications. There are no controlled assessments; therefore all four examinations will be completed at the end of the key stage. English Language English language should ensure students can read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and be able to write grammatically correct sentences, deploy figurative language and analyse texts. English language should enable students to read and be assessed on high-quality, challenging texts from the 19th, 20th and 21st centuries. Each text studied represents a substantial piece of writing, making significant demands on students in terms of content, structure and the quality of language. The texts, across a range of genres and types, support students in developing their own writing by providing effective models. The texts include literature and extended literary non-fiction, and other writing such as essays, reviews and journalism (both printed and online). In addition, English language enables students to listen to, understand and use spoken Standard English effectively. Spoken language will be reported on as part of the qualification, but it will not form part of the final mark and grade. English Literature English literature develops knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level.

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Students will study a range of high quality, intellectually challenging, and substantial whole texts in detail. These must include:

• A play by Shakespeare • A 19th

century novel

• a selection of poetry since 1789, including representative Romantic poetry

• fiction or drama from the British Isles from 1914 onwards. Modern Foreign Languages (MFL) The principal aim of the MFL department is to introduce and develop pupils’ ability to use a foreign language effectively for purposes of practical communication. The languages courses offer an insight into the culture and civilisation of the countries where the language is spoken and encourage positive attitudes to foreign languages learning. In so doing, pupils’ understanding of themselves and their own culture is enhanced, creating an awareness of the nature of language and language learning. In Year 7 pupils study both French and Spanish. A small number of pupils who need extra help with their literacy skills will only follow one language. Pupils will study both languages throughout Year 8 and then specialise in Year 9 when they will start preparation for the new GCSE and complete the full course over three years. There are three broad themes: Identity and Culture, Local, national and Gobal areas of interest and Current and Future Study and Employment. Wherever possible the pupils will be exposed to authentic materials and situations in the four skill areas of speaking, listening, reading and writing in each modern foreign language. In the speaking component, pupils are required to fulfill a variety of tasks ranging from role-plays in everyday situations to elicit information, responding to questions and holding conversations on prescribed topics. In the listening component, pupils work from a variety of materials including audio material and video extracts. They are expected to understand specific details of what they hear and extract relevant specific information. In the reading component, pupils are expected to understand instructions, signs and notices on public display and to extract information from a wide variety of materials such as newspaper articles, advertisements and weather forecasts. From 2016 onwards, all exams will take place at the end of Year 11 although formal assessment in all 4 skill areas will take place throughout the course on a half termly basis. There will be, at the end of the course, an examination in all three areas. These are as follows: Paper 1 - Listening Understanding and responding to different types of spoken language. Pupils will answer in Spanish or English or non-verbally. Foundation Tier – 35 minutes Higher Tier – 45 minutes Paper 2 – Speaking Communication and interacting effectively in speech for a variety of purposes. This paper included a role play, a photo card and general conversation. Foundation Tier – 7-9 minutes Higher Tier – 10-12 minutes Paper 3 – Reading Understanding and responding to different types of written language. Pupils will answer in both target language or English and complete a translation activity. Foundation Tier – 45 minutes Higher Tier – 60 minutes

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Paper 4 – Writing Communicating effectively in writing for a variety of purposes. Pupils will respond in writing to a photo or bullet points in Spanish. They will also translate from English to Spanish. In addition to this they will write a structured task in response to compulsory bullet points. Each paper is worth 25% of the overall grade. Pupils are entered at either Foundation Tier (grades 1-5) or Higher Tier (grades 4-9) for all papers. Pupils are not permitted to do a mixture of Foundation Tier and Higher Tier papers. Drama

Every pupil in Years 7 and 8 takes part in a weekly Drama lesson. In Year 9 pupils who select Drama participate in 3 lessons per fortnight. Working in our purpose-centre built theatre or the new Drama Studio, pupils are given the opportunity to learn new performance techniques, develop confidence and communication skills. The course covers a wide variety of genres and pupils will experiment with different techniques like improvisation, working with scripts, physical theatre and moral based learning.

At Key Stage 4 pupils currently follow the WJEC syllabus in Drama and the following scheme of assessment:

Unit 1 – Performance of a devised piece based on a given stimulus and using the methods of a Theatre practitioner. Pupils also complete a written evalluation of their performance under Controlled conditions. (60%) Unit 2 – Performance of a published playtext. This is a practical examination. (20%) Unit 3 – Written examination - Study of a given playtext and an evaluation of Unit 2. (20%). All coursework is completed and assessed under controlled conditions. From September 2016, Key Stage 4 pupils will study a BTEC in Performing Arts Acting which is an accredited qualification, equivalent to a GCSE. Extra Curricular There are plenty of opportunities to get involved with Drama out of the classroom. • Drama Club – for KS3 pupils. It is used to extend skills and develop performances for in school events

such as assemblies. In addition, selected pupils take part in showcase performances. • Theatre Visits – recent productions have included; ‘Oliver’ at the Palace Theatre, ‘Of Mice and Men’ at

Bolton Octagon, ‘Blood Brothers’ and 'War Horse' at the Lowry. • A Bi-annual school production, most recently ‘Walking with Shadows’ and ‘Oliver Twist’. • Shakespeare in Schools Festival – Gifted Drama pupils perform at the local professional theatre. Previous

productions have been ‘Richard III’, ‘Hamlet’ and 'A Midsummer Night's Dream'. • Year 8 pupils apply and are selected to participate in the nationwide accredited Arts Award certificate. This

is completed in collaboration with the Art department. Music Key Stage 3 Pupils develop their musical skills through a range of Listening, Composing, Performing and Evaluating activities in topics such as: Jazz, Blues, Reggae Latin Percussion, African Drumming, Songwriting, Dance Music and Minimalism. Pupils also learn to read musical notation and develop an understanding of basic music theory. Pupils who opt to take Music in Year 9 are expected to develop solo performance skills on a chosen instrument. Pupils will also be given the opportunity to work in small groups on a Musical Futures project in order to further develop ensemble skills. It is an expectation that all pupils attain a suitable instrumental skill level to enable the smooth transition into studying Music at GCSE.

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Key Stage 4 In Key Stage 4, pupils follow the WJEC GCSE specification in which, pupils study the following: Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Pupils will learn the above content through a variety of listening, composing and performing activities. Performing Music (30%) Students produce both a solo and an ensemble performance recorded at any time during Year 11. The minimum required standard being grade 3, or above. Performances may be on any instrument and must be linked to an area of study. Composing Music (30%) Students submit two compositions. Composition one, will be a response to a brief which will be set by the examination board. Composition two is a ‘free’ composition and will be a response to a brief set by the individual. Listening and Appraising (40%) 1:15 hour examination externally set and marked by WJEC. Extra Curricular There are numerous opportunities for pupils to take part in musical activities and events at break time and lunch time. Some of the activities and clubs include: Rock Band, Wind Band, GCSE choir, Year 7 Choir, Whole School Choir, Guitar Club, Drumming Club and Keyboard Club. Pupils are also encouraged to use 1 of 4 rehearsal rooms for individual or small ensemble practice. The Mac Suite and Recording Studio are also available most days for pupils to continue with compositions or develop new skills in Music Technology. A large number of pupils participate and perform throughout the year for the school and for the local community. Events and celebrations include: Open Evenings, Assemblies, Charity Evenings and Music Fusion. Pupils who take Music as an option in year 10 and 11 receive free tuition on their chosen instrument. Geography, History and Religious Education are separate subjects within Humanities The principal aim of the Humanities is to provide pupils with the knowledge and understanding of people and their role and provision within the culture, society and world in which they live. The teaching areas are Geography, History and Religious Education (RE). The Geography course allows pupils to develop a wide range of skills whilst learning about the world around them. The curriculum is based on places, processes and issues using an investigative approach to topical themes. A wide range of learning techniques are utilised with thinking skills and enquiry based learning playing a pivotal role. Pupils will develop key skills of literacy, numeracy and graphicacy alongside a critical understanding of global processes. Topics studied at Key Stage 3 include; - Map and Atlas skills and An Introduction to Africa in Year 7. - Population, Asia, Rivers and Urbanisation in Year 8. - Development, Coasts and Natural Hazards in Year 9.

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Topics are theme based and incorporate up to date local, national and global case studies. Key skills and critical enquiry form the basis of lessons with varied activities to suit all learners. All lessons are taught by subject specialists. There are fieldtrips each year where pupils get the opportunity to observe and record patterns and processes in the real world as well as developing data collection and presentation skills. Currently fieldtrips run to Salford Quays, Malham in Yorkshire, Castleton in Derbyshire and Merseyside amongst others. At GCSE Geography is a popular option subject. GCSE pupils currently study the AQA specification. Geography is recognised as an English Baccalaureate subject due to its academic challenges. Nationally, Geography graduates are statistically some of the most employable and this is reflected in our KS3 and 4 curriculum, as we aim to equip students with a range of transferable skills to enable them to flourish in higher education and employment. The History course aims to develop an empathy within the pupil for how the events of the past have influenced the world in which we live. Pupils will develop historical skills and be given opportunities to progress in their conceptual awareness in order to analyse relevant issues. They will study the great events of British history from 1066 to the Wars of the Roses, from Henry VIII to the English Civil War, to the growth of Britain as the greatest industrial nation of the nineteenth century. They will study major themes in depth such as ‘Winning the Vote’ and ‘Warfare’. Pupils will also study world historical events such as the Roman Empire and the major political and social upheavals of the twentieth century that were two world wars, as well as carrying out in depth studies on Family History in Year 7, Slavery in Year 8 and the Holocaust in Year 9; arguably the most important educational topic studied. At GCSE History is a popular choice and has an excellent record of A* - C passes, with many being at the top A* and A grades. Pupils will be studying a brand new history course written by the School’s History Project, an organisation whose membership consists of the leading academic and educational historians in Britain today and who have many years producing the most successful examination courses. The School’s History Project is partnered with the OCR examination body, and the History department at Parrenthorn will be continuing its long and successful collaboration with these two bodies. The topics studied will include:

i) The People’s Health 1250 to the present; ii) The Norman Conquest; iii) Nazi Germany; iv) The Making of America; v) A local history study.

Throughout both key stages pupils will enjoy a varied diet of activities and learning styles from role play to field study and they will be presented with the latest texts and teaching materials, delivered by fully qualified, experienced, specialist History teachers, who are also experienced examiners. The academic rigour of History makes it a popular choice for those with aspirations for university and the professions with many of the country’s top employers citing a history qualification as essential or desirable due to its range of interpersonal and analytical skills.

The Religious Education department aims to ensure that pupils know about and understand a range of religions and worldviews, and are able to confidently express ideas about the nature, significance and impact of religions and worldviews. Furthermore, we seek to ensure that pupils gain and deploy the skills needed to engage seriously with religions and worldviews.

It is a subject that allows pupils to acquire core knowledge and understanding of the beliefs and practices of religions that not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.

Religious Education contributes dynamically to children and young people’s education at Parrenthorn High School by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality and issues of right and wrong. Pupils learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

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GCSE Religious Education is taught from Year 9 (1 hour a week) and all pupils sit the Full Course GCSE at the end of Year 11. The course explores exciting, relevant and controversial topics, such as Capital Punishment, Family Life, Human Rights and War. The course focuses on divergent Christian and Islamic attitudes, while also allowing pupils to reflect on and develop their own views.

In all 3 subjects learning activities have been developed in which the pupil is encouraged to investigate, to use a variety of practical skills and to prepare reasoned arguments. Within the courses, the progress of pupils is continually assessed and recorded through the use of coursework projects, written examinations and practical exercises. These provide the necessary preparation for GCSE controlled assessment including the opportunity to have units of work assessed during the GCSE course. Mathematics The Mathematics Department aims to provide mathematical activities and experiences in line with National Curriculum requirements, which enable all pupils to be involved in motivating and challenging work and which ensures that they are equipped with the mathematical knowledge and skills they will need in adult life. Pupils follow a course that progressively increases knowledge, self-confidence and interest in the subject. The course uses a variety of approaches, with pupils working both individually and in small groups on material of a practical, problem-solving and investigative nature. At the same time, there is ample opportunity for practice and consolidation of skills, the development of competence in mental arithmetic and the sensible use of the calculator. Older pupils are expected to undertake extended investigations, or solve more complex problems and to develop their skills in communicating the results clearly. Year 7 pupils are placed in groups according to attainment - on the basis of KS2 SAT’s results, classwork, homework and test results. They continue to be taught in attainment sets throughout their mathematics course, but individual progress is closely monitored and pupils may be moved from one set to another at any time during the year. Mathematics is taught in six well equipped classrooms with practical mental starter apparatus, books and other resources. All are equipped with Interactive Whiteboards. Pupil organisation is a high priority and pupils are expected to obtain a scientific calculator and equipment set throughout the course at all age/attainment levels. There is also an emphasis on the teaching of mental arithmetic as these skills are also tested at all age/attainment levels. Science The Science Department aims to develop interest and enthusiasm in the study of Science. All courses are based on a modular approach and the development of skills that pupils will need in later life is given a high priority. The course followed involves pupils in practical work, where possible, both individually and in groups, often in a problem-solving situation where pupils are challenged by planning and carrying out their own investigations. Pupils are given opportunities at all stages to make observations, look for patterns of behaviour, design and carry out experiments safely, suggest and evaluate explanations and communicate conclusions clearly. The courses followed help to foster attitudes of co-operation with others, open-mindedness and respect for evidence rather than opinion. In Years 7, 8 and 9, all pupils follow a balanced, integrated Science course. This is a foundation course drawing on elements from the various scientific areas using a modular approach to encompass National Curriculum requirements. Practical work and educational visits are important components of this course. Pupils are taught to handle equipment and material safely and with confidence. Pupils in Science are taught in groups according to their ability. During Year 9, pupils will begin studying for the new GCSE Combined Science qualification. The most able pupils will have the opportunity to continue and extend their studying towards three separate qualifications of GCSE Biology, Chemistry and Physics in Years 10 and 11.

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Science teaching takes place in 7 very well-equipped laboratories. These share a science preparation room and have the services of two full-time laboratory technicians. DESIGN AND TECHNOLOGY (FOOD TECHNOLOGY, GRAPHIC PRODUCTS, PRODUCT DESIGN, RESISTANT MATERIALS TECHNOLOGY AND TEXTILE TECHNOLOGY) The aim of Design and Technology is to prepare young people for living and working in a technological world. Design and Technology is a challenge to all young people. It requires initiative, an enquiring mind, determination, the careful management of time and resources, and a sense of responsibility for making decisions and taking action. These qualities are strengthened through designing and making. Key Stage 3 This is a three year course which leads to a National Curriculum level in Design and Technology (D&T). The National Curriculum requires pupils to study the following areas of knowledge, skills and understanding:

• Design - including different cultures, user needs, solve their own design problems; • Make - select from and use a range of materials, components and ingredients; • Evaluate; • Technical knowledge; • Cooking and Nutrition.

Through a series of projects pupils can design and make a variety of quality products. Key Stage 4 This is a two year period of courses that lead to a national qualification. National Curriculum courses allow pupils to study a particular area of D&T in greater depth. Pupils are taught advanced techniques for: • Researching information • Designing • Manufacturing • Communication • Evaluating and testing The following courses are offered at GCSE: • Food and Nutrition • Graphic Products • Resistant Material • Textile Technology • Product Design At both Key Stages the use of ICT (Information and Communication Technology), CAD (Computer Aided Design) and CAM (Computer Aided Manufacture) will be encouraged by the teacher. Art and Design At Key Stage 3, pupils develop skills enabling them to explore and develop ideas and investigate Art, Craft and Design. They will produce artefacts in these three areas and will evaluate and refine their work as it progresses. At Key Stage 4, pupils may opt for a broad course in Art, Craft and Design. The subject content will enable pupils to meet the full range of assessment objectives through experience in a range of processes, media, materials and techniques appropriate to their aptitudes, interests and abilities. The syllabus also requires pupils to develop an understanding of Art, Craft and Design through making and investigating; and evaluating the work

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of artists, crafts persons and designers from different periods, cultures and traditions. The syllabus now requires information regarding ideas about artists and processes to be completed in written form. Information and Communication Technology (ICT) GCSE ICT consists of two main Units of work: Living in a Digital World and Using Digital Tools. Living in a Digital World This unit allows pupils to explore how digital technology impacts on the lives of individuals, organisations and society. Pupils learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and wellbeing and on the move). Pupils develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. Using Digital Tools This is a practical unit where students will be expected to complete a large coursework project. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. They learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. Computer Science GCSE Computer Science (Computing) consists of three main units of work: Principles of Computer Science, Applications of Computational Thinking and the Computer Science Project Principles of Computer Science This unit focuses on topics such as; Algorithms, Programming Code, Binary, Databases, Encryption, Logic, Computer Networks and the impact of computing on individuals, society and the environment. Applications of Computational Thinking As well as the topics above, this unit will pay particular attention to understanding of what algorithms are, what they are used for and how they work, the ability to interpret, amend and create algorithms and an understanding how to develop program code and constructs, data types, structures, input/output, operators and subprograms. Computer Science Project Students develop a computer program to solve a problem set by the exam board. The content for this component will draw on the pupil’s knowledge of: Algorithms, decomposition and abstraction. The ability to design, write, test and refine a program and the ability to understand data. To summarise the difference between ICT and Computer Science: ICT focuses on the ability to use software and Computer Science focuses on the ability to create software. Physical Education (PE) The philosophy of the PE department is to offer all pupils a broad programme of activities in Years 7, 8 and 9, covering dance, athletics, fitness, trampolining, games and outdoor pursuits and to increase specialisation in Years 10 and 11. Leadership and coaching roles also take a large part of curriculum time. Through the range of activities on offer, pupils will develop their cognitive skills and fitness levels as well as being encouraged to make physical activity part of their lifestyle now and in the future. GCSE PE is offered as an optional subject in Years 10 and 11. The extra-curricular programme will allow pupils to represent their form or the school in competitive sports or simply to take part in physical activity outside the curriculum in a learning environment. Further details of the extra curricular programme are given later in this prospectus. Able pupils are encouraged to play for town and county teams.

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OUT OF SCHOOL ACTIVITIES There are a variety of activities which take place outside normal lessons. These are an important part of school life as they give pupils of different ages an opportunity to share similar interests. Educational Visits Throughout the school year many visits of an educational nature take place (including field trips) for Geography, History, Science, Design and Technology, Art and Design, Careers Education and Drama. In addition to these an annual activities day is organised, usually during the last week of the school year. Year 7 Residential Visit to North Wales In September, the school organises a three day residential cross-curricular course in North Wales, for all new pupils. The purpose of this visit is to help pupils and their form tutors to get to know each other, whilst facing a series of challenges covering all areas of the curriculum. These include a ‘French breakfast’, Penryhn Castle, Beaumaris Gaol, Great Orme Copper Mines and the RSPB, all of which are aimed at developing teamwork and study skills. Foreign Holidays There are plenty of opportunities for pupils to go on school holidays. In recent years, holidays to Italy, France, Spain, Poland, Germany and China have been organised. Lunchtime and after school activities Here are some of the opportunities available: Music If your child is musically inclined, there are opportunities for individual instrumental lessons during the day. These include; Guitar, Keyboard, Drums, Woodwind, Brass and Percussion. Parents who wish their children to begin lessons or to continue them from primary school should contact Mr Flynn (Head of Music). Fees are charged in line with LA policy, however, lessons are free to pupils studying GCSE Music in Years 10 and 11. i.e. provided via contributions from the school budget. Pupils perform on public occasions such as Open Evening, Prize Giving, Musical Evenings (Music Fusion) and the Annual Carol Service, either by playing an instrument or by singing individually or in the choir. Musical activities in school include:- School Band, School Choir and Rock Band/Jam. The facilities for Music are exceptional and we encourage pupils to become involved. Drama Drama rehearsals take place throughout the year either as a continuation of Drama lessons or in preparation for a performance. Pupils of all ages are encouraged to get involved in all aspects of Drama by attending the Drama club, being involved in Drama Showcase events. Duke of Edinburgh Awards Every year a group of year 10 pupils are given the opportunity to participate in the Duke of Edinburgh scheme. Parrenthorn High School embarked upon the scheme in September 2013 and to date we have an excellent history of success. Since its inception we have developed strong links with Bibbys farm campsite in Rivington, a reliable and trusted site that we have used each year. The total distance the pupils have to walk over the two weekends is around 24km and involves compass bearings, map skills, grid references and pacing. We have also planned more outdoor opportunities and varied walking routes.

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Sporting Activities A wide range of sports teams operate: Hockey: Year 7 girls play friendly matches and mini tournaments. Year 8, 9 and senior girls play in an outdoor league as well as the Bury Schools tournaments. Netball: Year 7 and 11 girls play friendly matches whilst Years 8, 9 and 10 play in the Bury Schools League. All Years are also entered in Bury tournaments and rallies. Cross-Country: School teams (girls and boys) enter the Bury Schools Cross-Country Championships. Athletics: A school team takes part in the Bury Schools Athletics Championships and the whole school is involved in our annual Sports Day. Badminton: A club meets during one lunchtime per week for interested pupils. Basketball: Boys teams are entered in the Under 12, Under 13, Under 14, Under 15 and Under 16 Bury Leagues, as well as playing in the Bury Cup. Cricket: Boys teams are entered in the Under 13 and Under 15 Cup as well as playing friendly games. Rounders: Friendly matches are played in Years 7 to 11. All teams play in the Bury Schools Tournament. Soccer: We have boys teams in each year. They play a full programme of friendly fixtures and Bury cup matches. Year 7 – 11 play in the South Bury Friendly League. We have girls‘ soccer teams who take part in Bury Tournaments. Squash Club: Pupils can play squash each lunchtime, Monday to Friday. Trampolining: We have a trampolining club for pupils of all ages. We enter the national schools competition. Other lunchtime and after school activities: The school library is open during lunchtimes and morning break. This gives pupils access to books, periodicals, computers and to the Careers Library. We also have a drop-in Computer Club (open daily). In addition to these, staff have extra lessons after school for pupils who need help or who wish to continue work started in lessons (especially during Years 10 and 11 when GCSE courses are being followed). The Learning Support room is open for pupils to attend on a voluntary basis at break, at lunchtime and after school, in order to receive help and counselling. Evening Activities: Parrenthorn is extensively used by the local community in the evening. A variety of sports clubs take advantage of the excellent sporting facilities. Homework Club: The school runs a homework club from 3.20 pm to 4.20 pm on Tuesdays, Wednesdays and Thursdays for pupils in years 7, 8 and 9. Pupils bring their homework to the club and can complete it under supervision. Assistance with the homework is given when required. School Council: The School Council meets every fortnight at lunchtime. Each Form has a male and female representative.

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EXAMINATION RESULTS EXAMINATIONS All pupils take courses leading to public examinations, in particular the General Certificate of Secondary Education (GCSE). For a very small minority of pupils, alternative credentials may be obtained. Regular school attendance, together with successful completion of coursework by the due dates are prerequisites for entry to GCSE examinations. The examinations mentioned above are generally completed by pupils in Year 11 although, pupils in Year 10 do controlled assessments and modular examinations which form part of their final grade. GCSE RESULTS/STATISTICS 2016 (see page 24) GCSE results 2015 and 2016 Summary 5 A* - C 5 A* - G 5A* - C (including English English

% % % and Mathematics) Baccalaureate % 2015 GCSE Results 72 98 59 48 2016 GCSE Results to follow….

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GCSE RESULTS 2015/16 TOTAL NUMBER OF PUPILS =

ANALYSIS OF ALL GCSE RESULTS

To follow

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SCHOOL UNIFORM To assist the development of a corporate identity and to maintain our traditional high standards, your child will be expected to wear school uniform and school PE kit for games and PE lessons. Items of the school uniform are listed below. Every item of clothing, including PE kit, should be clearly marked with the owner’s name. *DENOTES ITEMS OF UNIFORM WHICH ARE COMPULSORY (other items are optional). ITEMS IN BOLD ARE ONLY AVAILABLE TO PURCHASE FROM SCHOOL (all other items are available from other outlets). Prices are correct at August 2016. Uniform for Boys

*Black school blazer (from £28.00) *School tie (£4.00) *Long-sleeved white shirt (or short sleeved white shirt in summer) *Black or Dark Grey trousers *Grey/black socks *Black school shoes (plain black without logos or coloured soles)

Mid Grey long-sleeved V-neck jumper (optional) – no other jumper is acceptable Uniform for Girls

*Black school blazer (from £28.00) *School tie (£4.00) * Long-sleeved white shirt (or short sleeved white shirt in summer) * Mid grey school skirt of standard practical length * Plain white socks or plain black tights (not both) * Black flat-heeled shoes (plain black without logos or coloured soles)

Mid grey long-sleeved V-neck jumper (optional) – no other jumper is acceptable Girls can choose to wear black tailored trousers as an alternative to grey skirts. Pupils should not wear boots, sports trainers, jeans or any other knitwear other than that stated above for school. For safety reasons, high heeled shoes or jewellery (including pierced earrings and other body piercings) must not be worn. Hair bands, ribbons or headscarves, if worn, should be plain dark colours, preferably black. Make up, including nail varnish and extreme hairstyles or colours are not permitted. Physical Education Kit – Boys *School rugby shirt with badge (purple, white collar) (from £14.50) *Plain White PE shorts (from £5.00) *White PE Polo shirt with badge (from £8.00) *School football socks (purple/white) (from £4.00) * White or black training shoes (non-marking soles) * White ankle sports socks Physical Education Kit – Girls *White PE Polo shirt with badge (from £8.00) *Purple shorts (from £5.00) *School hockey socks (purple/white) (from £4.00). * White ankle sports socks * White or black training shoes (non marking soles) Sweatshirt with badge (from £9.00) (Optional) Plain Grey Jogging Pants (optional) – no other jogging pants are acceptable. School Bags – School bags should be plain in colour, fashion and designer bags are inappropriate.

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ADMISSION ARRANGEMENTS Parents of prospective pupils are invited to attend the school’s Open Day and Open Evening held in October, when staff will be available to discuss issues of interest concerning the school. Visits may also be arranged for parents wishing to see the school during the working day, by contacting the school office to arrange an appointment for their visit. The school’s admissions are controlled through the Bury LA Children’s Services Department, to whom applications should be made. All pupils are considered in line with the criteria as outlined in the Local Authority booklet ‘Transfer to High Schools’. These criteria take full account of the Education Act 1996 in relation to children with Special Educational Needs and the Disability Discrimination Act in relation to disabled pupils. Parrenthorn High School has a lift and two disabled toilets (one on each level). The new building also complies with current legislation regarding disabled access. If you reside outside the Bury Authority you should make your application for Parrenthorn High School with your home authority. Parents of pupils living within Bury MBC will normally be notified regarding a high school place for their child. For further information parents should contact the Children’s Services Department at Athenaeum House, Market Street, Bury - Telephone 0161 253 7657. Pupils are normally offered places during March in the year of admission. Following this, parents will be contacted by the school with details of a meeting for parents of new pupils and their child will be invited to attend the school’s Induction Day, Admissions to Parrenthorn High School in September 2016 a. Category 1 – all preferences satisfied ( children) b. Category 2 – all preferences satisfied ( children) c. Category 3 – all preferences satisfied ( children) d. Category 4 –

There were also successful appeals. places have been offered.

ADMISSIONS POLICY FOR COMMUNITY SECONDARY SCHOOLS FOR SEPTEMBER 2015

Children with Statements of Special Educational Needs will be given a place at the school named on their statement.

When schools are oversubscribed, priority for allocation of places will be as follows:-

1. Children in public care (Looked After Children) and previously looked after children. Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order).

2. Children who live within the catchment area.

3. Children who will have an older brother or sister in the school in September 2014. For this purpose, a brother or sister may be a full or step-brother or a full or step-sister, living at the same address, at the time of admission.

4. Other children. If applications are received after the closing date, they will be dealt with as late applications, and will not be considered until after those applications which were received on time.

1st, 2nd and 3rd preferences for all secondary schools in Bury will be considered equally.

The admission limit for September 2016 will be 168.

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PARRENTHORN HIGH SCHOOL Effective 01/09/2016

VICTORIA AVENUE - HIGHER BLACKLEY - PARRENTHORN HIGH SCHOOL TFGM Contract Number: 0243 Minimum Capacity: 65 Operator Code: FM Service Number: 791

TFGM Contract Number: 0243 Minimum Capacity: 65 Operator Code: FM Service Number: 791 Departs from Stand: D

VICTORIA AVENUE / Rochdale Road 0800 PARRENTHORN HIGH SCHOOL 1530 Tweedle Hill Road/Victoria Avenue 0805 Heaton Park, Grand Lodge 1536 Cheetham Hill, Half Way House 0815 Cheetham Hill, Half Way House 1540 Heaton Park, Grand Lodge 0820 Bank House 1548 PARRENTHORN HIGH SCHOOL 0825 VICTORIA AVENUE/Rochdale Road 1559 SERVICE 791: FROM Victoria Avenue/Rochadale Road, via Victoria Avenue, Tweedle Hill Road, Chapel Lane, Riverdale Road, Blackley New Road, Middleton Road, Bury Old Road, Heywood Road to PARRENTHORN HIGH SCHOOL. RETURNS via the reverse of above route to Victoria Avenue/Rochdale Road HILTON LANE - CARR CLOUGH - PARRENTHORN HIGH SCHOOL TFGM Contract Number: 0482 Minimum Capacity: 70 Operator Code: ATG Service Number: 792

TFGM Contract Number: 0482 Minimum Capacity: 70 Operator Code: ATG Service Number: 792 Departs from Stand: B

PRESTWICH, Tesco 0804 PARRENTHORN HIGH SCHOOL 1530 CARR CLOUGH, Sandy La/Lowther Road 0810 Hilton La/Bury New Rd 1540 Hilton Lane/Bury New Road 0815 CARR CLOUGH, Butterstile Lane/Sandy La 1548 PARRENTHORN HIGH SCHOOL 0823 PRESTWICH, Tesco 1554 SERVICE 792: From PRESTWICH, Tesco via Pinfold Drive, Valley Park Road, Bury New Road, Butterstile Lane (right turn), Sandy Lane, Lowther Road, Cawley Avenue, Carr Avenue, Butterstile Lane, Sandy Lane, Hilton Lane, Schools Lane, Heywood Road to PARRENTHORN HIGH SCHOOL. RETURNS via the reverse of the above route to Hilton Lane, then sandy Lane, Lowther Road, Cawley Avenue, Carr Avenue, Butterstile Lane to Sandy Lane. The First Schools journey continues via Butterstile Lane and Bury New Road to PRESTWICH, Tesco.

Both routes are operated by First Manchester 0161 627 2929 / 0161 765 3208

FOR LOCAL BUS & TRAIN INFORMATION TELEPHONE:

0871 200 22 33 (calls cost 10p per min from land lines, lines open 7am – 8pm Monday to Friday, 8am – 8pm Saturday, Sundays and Bank Holidays) or visit the website at www.tfgm.com

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