WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:   || 2 | 3 |

«THE KING’S SCHOOL HARPENDEN PROSPECTUS “Train a child in the way he should go, and when he is old he will not turn from it” Proverbs 22v6 (NIV) ...»

-- [ Page 1 ] --

THE KING’S SCHOOL

HARPENDEN

PROSPECTUS

“Train a child in the way he should go, and when he is old

he will not turn from it”

Proverbs 22v6 (NIV)

Welcome to The King's School

An independent Christian Day School in Harpenden,

Hertfordshire

Thank you for your expression of interest in The King’s School.

We have pupils from preschool age to Year 11 and provide quality academic preparation in an

environment committed to the Christian ethos and lifestyle.

Small classes and skilled teachers who are also committed to ministry provide a caring and happy environment in which we endeavour to assist parents in their responsibility to 'Train a child in the way he should go, and when he is old he will not turn from it' Proverbs 22v6 (NIV).

Clive Case Principal PROPRIETORS: Charity No: 291913 Kingdom Education office@thekingsschool.com The King’s School Tel: 01582 767566 ‘Elmfield’ Ambrose Lane Fax: 01582 765406 Harpenden AL5 4DU www.thekingsschool.com Letter from the Chairman Dear Parents It is with great delight that I welcome you to The King’s School on behalf of the staff and the children. We trust that this prospectus will answer most of the questions you may have regarding the School, and help you towards making the right choice for your child’s education.

The King’s School is an independent Christian day school for children of nursery age up to GCSE (16 years). The School was established in Hemel Hempstead with 75 pupils in 1982, and moved to Harpenden during 1987.

The current premises, leased from Action for Children, formally National Children’s Homes, are situated in beautiful grounds on the outskirts of Harpenden and allow for 220 pupils with an age range from 5 to 16 years.

We are not affiliated to any one particular church or church grouping. Trustees and staff are drawn from a number of different churches in the area.

The School provides a Christian teaching environment with a high quality teaching staff and strong supporting help so that individual assistance can be given to each child according to his/her need. The School seeks to assist in the development of each child, not only in character, but also in God-given potential in academic and practical subjects.

Students leaving the School at 16 have mainly continued their education in the sixth forms of schools in the area and a good proportion have gone on from there to graduate from colleges and universities. Others have readily adapted to life in employment. A number of former pupils have taken leadership roles in Christian Unions and in other ways, demonstrating that their time in the School has provided a sound preparation for the next phase of their life in God’s world.

Our heart is that the Lord Jesus Christ should be sovereign over all the affairs of this School.

That is why we could choose no better name than ‘The King’s School’. I commend the School to you for your children, your support and your prayers.

David Crook Chairman of the Trustees The King’s School Aim The School aims to provide quality academic preparation based on the national curriculum in an environment which is permeated by Christian values. Staff are committed to the Christian faith and endeavour to be role models of this lifestyle to the pupils they work with.

While there is an aspect of the overt teaching of our faith which occurs in assemblies, morning devotions and religious studies, the Christian ethos of the School is not confined to these activities. Teachers are free to discuss issues of faith in any area of school life should the issue arise. It is not our decision or intention to contrive opportunities to preach during academic lessons, however, there is no part of the School from which our faith is institutionally excluded or where it may not be referred to.

Our intention is to continue the process which has begun at home and to support Christian parents and the local church in grounding children and young people in their faith whether it be in designated, formal times of worship in the church or at home or, in their everyday activities including education.

We believe strongly that pupils should behave in a way which shows consideration for the needs of all others within the School community.

Christian teaching shows us that we should love our neighbours as we love ourselves and we believe this should be evidenced in the School by expecting a standard of behaviour and attitude from all members of the School community which allows every young person to feel safe and appreciated and able to realise their full potential.

–  –  –

ADMISSIONS POLICY

INTRODUCTION

The King’s School, Harpenden is an independent evangelical Christian school which draws pupils from a wide area of Hertfordshire, Bedfordshire and north London. Children come predominantly from Christian families who are committed members of a local church.

MISSION STATEMENT

The ethos of the School is that it offers a service to the Christian community in which we provide quality academic training in an environment which continues the Christian upbringing which has begun at home. The School’s mission statement is ‘Young people devoted to Christ, equipped for life and prepared to reach the world.’ The School has no allegiance to any one denomination or church. The School draws pupils from a wide variety of churches and denominations. ‘Equipped for life’ embraces the need for quality academic preparation and good citizenship.





ENTRY INTO THE SCHOOL

Applications will be considered for entry into all classes from Foundation through to Year 9.

New pupils are not normally taken into Year 10 and 11. Applicants need to adhere to the process as set out below.

We will consider pupils from all backgrounds, nationalities and abilities. We usually accept pupils from families who are practising Christians. We will consider pupils whose parents may not come from a Christian background but both pupils and parents must agree to the unique Christian nature and ethos of the School and agree to abide by these principles. We do not accept pupils whose families are practising other religions. We respect the right of everyone to follow and adhere to the practices of any religion they choose. However, actively following another religion will only bring home and school into conflict which would not be in the best interest of the child.

We will consider pupils who may have Special Educational Needs but they will only be offered a place if it is felt that the School can cater for their educational needs in the context of a particular class. We do not normally admit children with a Statement of Educational Need.

We may not be able to offer a place if a class is deemed to be full. The School has an ideal class size of 20 per year group with a maximum number of 22 per year group.

ENTRY PROCEDURE

Parents whose children are new to The King’s School Parents may contact the School to book an initial appointment with the Principal followed by a tour of the School. On receipt of an application, along with the processing fee (currently £45), should the School be aware of a place becoming available children are taken into the School for an assessment day. Prospective pupils will spend the day with their year group and the teachers of the day will assess them. In the light of this, we may invite the parents to a second interview and then a place may be offered.

Parents who already have children in The King’s School

Parents first submit the application form, along with the processing fee, and children are invited to School for an assessment day, if there is a possibility of a place being available. The day will be spent with their year group and the teachers of the day will assess them. In the light of this, a place may be offered.

Procedure for entry to Foundation Class Pupil intake to the Foundation Class will be in September preceding their 5th birthday.

Pupils from Highfield Preschool A number of pupils coming into Foundation Class come from the Highfield Preschool. Parents will need to indicate that they are interested in The King’s School, meet the Principal and make application. Pupils will be assessed at Highfield Preschool after they have entered the Lions Class using the steps towards the Early Learning Goals as set out by EYFS to see if they are both academically and emotionally ready to start school. Parents will be invited to an interview with the Principal. Parents who already have a child in the School will not need a second interview and will be informed by letter of our decision.

Pupils not from Highfield Preschool

Parents wishing their children to come to The King’s School Foundation Class from outside of Highfield Preschool need to apply before 31st January for entry in the next academic year by booking an appointment with the Principal, followed by submitting an application form. During February and March, all applicants will be invited, with their parents, for an assessment and asked to provide the latest assessment of their child from their existing nursery. This assessment will form the basis for the decision as to whether the child will be offered a place. Parents will then be invited for a second interview with the Principal when a place may be offered.

All new Foundation Class pupils will be invited back individually, with their parents, for a familiarization visit. This will take place in April. In June, there will be an induction day for them all to enjoy the Foundation Class together, along with the existing Foundation Class, in order for them to be prepared for when they start.

Priority for entry is given to siblings and pupils at Highfield Preschool.

REVIEW This policy will be reviewed regularly by the Principal and revised if it as deemed necessary.

THE SCHOOL DAY

GENERAL DAILY TIMETABLE

In general, the timetable pattern for each school day is as follows:PRIMARY SCHOOL TIMETABLE ACTIVITY _________________________________________________________________________________________________________________

–  –  –

SECONDARY SCHOOL TIMETABLE ACTIVITY

_________________________________________________________________________________________________________________

–  –  –

OFFICE HOURS

The School Office is open during school hours, term time only.

THE PRIMARY SCHOOL

INTRODUCTION

The Primary School caters for children from rising 5 to 11 years old (Foundation to Year 6), and is organised by Key Stage. The Infants department covers Foundation to Year 2 and the Juniors Year 3 to 6. Throughout the Primary School the children are taught using the National Curriculum.

The Foundation Class has a twice yearly intake in September and January. Children are taught to read using the Jolly Phonics reading scheme. English throughout the Infant School is mainly taught in line with the National Literacy Strategy and Maths taught using the National Numeracy Strategy. Both of these subjects are tested at the end of the Key Stage in Year 2. In addition, Science, History, Geography, Art and Crafts, Music, IT and PE are taught.

Every day is started with either a class or school assembly, when there is a time of worship and Bible teaching. The Bible and Christian living are also taught during RE lessons.

JUNIOR SCHOOL

The children in Years 3 to 6 continue to be taught in line with the National Curriculum, bringing a Christian ethos and perspective to the lessons as well.

English and Mathematics are taught for an hour each day with less time spent on Science.

History and Geography are often taught as a topic, incorporating English, Art, IT, D & T and Music, as well as Bible and Christian living during RE lessons. The children have two PE lessons a week and go swimming during Autumn and Spring Terms. Children take the Key Stage 2 SAT’s at the end of Year 6.

The School places great emphasis on performing music, dance and drama and most terms there will be a production or presentation of some kind.

HOMEWORK All Primary children are expected to read every night and learn their fortnightly spellings. Year 6 are, in addition, set regular weekly homework in preparation for their time in the Secondary School. Homework in other year groups is sometimes given to support learning in school, and they will occasionally be asked to research a topic being worked on in class.

THE PRIMARY SCHOOL LIBRARY

The children are encouraged to make use of the library. As well as learning to enjoy books, it helps them in their reading and spelling.

The library holds a collection of over 6,000 reading and general reference books. Fiction and non-fiction books are available along with an extensive collection of Christian books, which may also be borrowed by parents.

Christian and family values videos are also available for loan.

THE SECONDARY SCHOOL

INTRODUCTION

The Secondary School caters for children from 11 years of age up to 16 years of age, and is currently organised by year groups.

GENERAL CURRICULUM

The Secondary School curriculum builds on the foundation established in the Primary School, extending and deepening the students’ resourcefulness through a broader curriculum.

The learning approach is predominantly focused on subject tutorials and may be seen as covering the following four fields:Communication Subjects include: English Language, English Literature, French, German and Music.

2. Mathematics and Science Subjects include: Mathematics, Science (Chemistry, Physics and Biology).

3. Humanities Subjects include: History, Geography and Religious Studies.

4. Practical Skills Subjects include: Art, Design and Technology, Cookery, ICT and Physical Education.

Most of these subjects are offered as GCSE core and optional courses.



Pages:   || 2 | 3 |


Similar works:

«GCE General Studies Advanced GCE A2 H479 Advanced Subsidiary GCE AS H079 OCR Report to Centres January 2013 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational...»

«Session 2131 Automating the Process of Assigning Students to CooperativeLearning Teams Ryan Cavanaugh, Matt Ellis, Richard Layton, Mark Ardis Rose-Hulman Institute of Technology Abstract Assigning students to teams can be a time-consuming process, especially for cooperative learning teams. This paper describes the initial development and testing of a web-based system to assign students to teams using instructor-defined criteria, including criteria consistent with the cooperative learning...»

«DOCUMENT RESUME CS 510 262 ED 439 452 AUTHOR Hobbs, Renee The Uses (and Misuses) of Mass Media Resources in Secondary TITLE Schools. PUB DATE 1999-00-00 NOTE 21p. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC01 Plus Postage. Interviews; *Mass Media; *Mass Media Use; *Resource DESCRIPTORS Materials; Secondary Education; Student Interests; *Teacher Attitudes; Teacher Surveys Media Literacy; Technology Integration IDENTIFIERS ABSTRACT A survey of 130 secondary teachers determined their...»

«ABSTRACT Title of Document: AN EXPERIMENTAL EVALUATION OF THE EFFECT OF INSTRUCTIONAL CONSULTATION TEAMS ON TEACHER EFFICACY: A MULTIVARIATE, MULTILEVEL EXAMINATION Jessica Robyn Koehler, Doctor of Philosophy, 2010 Directed By: Professor Gary Gottfredson Counseling and Personnel Services Teacher efficacy, the extent to which teachers feel they can influence student learning (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977), has been repeatedly linked to important student and teacher outcomes...»

«The Castor Roman Walk Welcome to the ‘Route Plan’ and teachers notes for the Castor Roman Walk. The walk is approximately 3km, with an optional extension of 0.7km. We suggest that you bring with you OS Explorer 227. The start point is at grid reference TL 124984 This is very largely a walk of the imagination, but what imagination!  Roman Emperors travelled across the fields that you will cross;  Roman Legions tramped the roads you will stand on, heading to Hadrian’s Wall;  In the...»

«WALKING THE TALK: THE PRACTICES AND INFLUENCES OF EIGHT CRITICAL P-12 EDUCATORS by J. SCOTT RITCHIE (Under the Direction of JoBeth Allen) ABSTRACT This qualitative in-depth interview study's purpose was to explore what influenced eight experienced P-12 critical educators across the United States to teach for social justice and how these influences might inform teacher education. Starting with an examination of the critical pedagogical practices these teachers enact, this study traced backward...»

«More Play, Please The Perspective of Kindergarten Teachers on Play in the Classroom • M L e past decade has seen an increase in research documenting the bene ts of children learning through play. However, the amount of play in American kindergarten classes remains on a steady decline. is article compares the ndings from a netnographic study of seventy-eight kindergarten teachers’ message board discussions about play in kindergarten with those of more traditional studies and nds the...»

«ALL MY PRETTY ONES BY STEPHEN PAULUS; A SONG CYCLE FOR SOPRANO AND PIANO ON A TEXT BY MICHAEL DENNIS BROWNE A Monograph Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in The School of Music by Emily Grundstad Hall B.M., Simpson College, 1999 M.M., Louisiana State University, 2002 December, 2009 ACKNOWLEDGEMENTS First and foremost, I would like to thank...»

«TEACHING TECHNIQUES Getting Your Textbook Published Expert teachers often are dissatisfied with the textbooks they use for their courses. To solve the problem, they usually supplement the text with additional material, some of which they have developed themselves. What makes textbooks less than adequate? Many factors can come into play, but a few of the more common include:1 • The author’s inability to explain material at a level students can understand. • Poor writing or organization...»

«Institut Pendidikan Guru Kampus dato’ Razali Ismail Exploring and Exploiting Stories in the Primary ESL Classroom Theatrical Storytelling, Using Puppets, and Children as Authors and Storytellers. Ruth Wickham, Brighton Education Training Fellow, IPGKDRI Facilitator’s Manual September 2012 Teaching Children’s Literature Theatrically in the Classroom Contents Introduction Objectives Materials Timetable Procedures Session 1a: Theatrical Storytelling 1. Visualisation 2. Five Senses 3. Mime /...»

«Spring 2012 English Department Newsletter U N I V E R S I T Y O F S O U T H E R N M A I N E Department Honors Part-Time Faculty Virginia “Ginny” Weaver, a dedicated writing instructor at USM, has retired after 30 years of teaching. Ginny frequently met with her writing and literature students in Gorham and Portland outside of her regular office hours to accommodate their academic and work schedules. Colleagues in neighboring offices could hear her voice coming from the writing carrels...»

«THE RELATIONSHIP BETWEEN TEACHER LANGUAGE USE IN ENHANCED MILIEU TEACHING SESSIONS AND CHILD LANGUAGE OUTCOMES By Jennifer Ragan Henderson McLeod Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Special Education December, 2010 Nashville, Tennessee Approved: Professor Ann P. Kaiser Professor Mark Wolery Professor Mary Louise Hemmeter Professor David Dickinson Professor Mark Lipsey...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.