At Wychwood we believe that education is about more than just the exams which our pupils take, but we recognise that these exams are their passport for the future and therefore we take them seriously. Academic life is the backbone of our school day.
Girls are taught in groups of varying size, depending on their age and stage. In Years 7 to 9 (ages 11-14) they can expect to work in groups of 10 to 25, depending on whether they are in full or half classes. At GCSE, group sizes vary from about 5 to 20 and at A Level the maximum size for a teaching group will be 10.
It is possible to have individual tuition in some subjects. Whatever the class size, girls benefit from much skilled, individual tuition within the curriculum. Each girl is encouraged to measure her progress and success against her own previous best rather than to compete with her peers. As a result, we see our girls achieve academic success way beyond that which may have been predicted at age 11, and they move on to each stage of their education with the confidence and will to learn which enables them to cope with the demands of the curriculum or the examination system.
Remove / Inters / Lower Transits (Years 7, 8 and 9)
All girls follow broadly the same curriculum for the first three years and the curriculum is intended to give a broad base foundation as an introduction to GCSE courses in Years 10 and 11. Girls study the National Curriculum core subjects (mathematics, English and science) and the foundation subjects (history, geography, art and design, music, PE, modern foreign languages and computing). All girls also study religious education, drama and PHSEE. The Lower Transits (Year 9) may start Spanish as a second foreign language, having had an introductory course in Inters (Year 8).
The sciences are studied as separate sciences – biology, chemistry and physics – taught by subject specialists. This gives girls choice and flexibility about whether they will take trilogy science (2 GCSEs) or separate biology, chemistry and physics examinations at GCSE, so they can work to their strengths.
KS3 subjects are assessed using a 1-5 scale. Descriptors of the skills, knowledge and understanding for each of these levels in individual subjects can be found here.
Upper Transits / Shell (Years 10 and 11)
All girls take GCSEs in English language, mathematics, a modern foreign language (usually French, Spanish or both), at least one science, at least one humanity (geography or history) and a short course or full course GCSE in religious studies and up to 3 other subjects. Most girls take 9 or 10 subjects in total. Choices are tailored to girl’s individual requirements, aptitudes and needs and subjects include art, drama, English literature, computer science, music, photography, PE, psychology and textiles. All girls continue with a weekly PE lesson during these two years and are encouraged to take part in school teams and sports clubs with the attendant practices and matches.
Wychwood Sixth (Years 12 and 13)
The Sixth Form years are the pinnacle of the educational experience we offer at Wychwood. There is much help with subject choices including A Level and BTEC courses.
Most girls start 4 A Levels or BTECs with the intention of continuing with 3 subjects. They may also take an EPQ (Extended Project Qualification). This is a largely independent qualification, appreciated by the universities. The taught component happens in Study I (Year 12), the independent research and writing up occurs during the following summer holiday and the girls present and submit in the Michaelmas term of Study II (Year 13), allowing them to focus on their A Level exams thereafter.
Promoting skills across the National Curriculum
The universal skills of communication, improving own learning and performance, and creative thinking are embedded in the curriculum content. Other skills may be subject specific (e.g. painting in Art and Design) or common to several subjects (e.g. enquiry skills).
Most key skills are also embedded in the curriculum content and the non-examined key skills of working with others, improving own learning and performance, promoting leadership and problem solving may be developed in non-curricular activities such as the Duke of Edinburgh’s Award, Model United Nations, assemblies, form plays, Young Enterprise, Council and work experience.
Wychwood School GCSE Percentages 2020
A Level Results
Wychwood School A Level Percentages 2020
Destinations of Recent Leavers
|Abingdon and Witney College||Art Foundation|
|University of Birmingham||International Law & Globalisation and Mandarin|
|University of Bournemouth||Adult Nursing|
|University of Brighton||Psychology|
|Goldsmiths, University of London||Arts Management|
|Leeds Beckett University||Psychology|
|University of Manchester||materials Science and Engineering|
|University of Swansea||Economics|
|University of Warwick||Physics|
The term “prep” is used at Wychwood to mean all independent study. This can take place in study periods during the school day, in supervised prep after school, on Saturday mornings and during the weekend, or at home in the case of daygirls and weekly boarders. Independent study is encouraged whenever girls wish to work in a quiet environment conducive to concentration and undisturbed learning.
At Wychwood it is important to us that our girls reach their potential in a happy and caring environment. The advantage of our small class sizes is that staff are very good at identifying any barriers that may be preventing this and impacting on both their academic performance and their self-esteem. There is no ‘one size fits all’ approach to support – each girl is different and so too should be their support.
English as an Additional Language
EAL lessons are available for students whose first language is not English at any stage in the school, and are organised according to the needs of the individual.
The school library is the heart of the school, which itself has learning at its core and good libraries can empower the learner.
“The resources in a library can allow our imaginations to run free, introduce us to new experiences and promote access to knowledge and enjoyment.” (School libraries: making a difference, DfES, 2004)