Structure of The School Day and Pupil Management
Each student is supplied with a Personal Organiser. These are hardback books with useful information and plenty of diary space to record homework deadlines, write comments and record "merits". These are given to each pupil for free at the start of each year, but replacements cost £2.00.
The school day in its current form was launched in June 2008. It previously consisted of six 50-minute lessons, and ending the day at 3.20pm
Many extra-curricular clubs are held in the school, Music Department and Library activities.
Only pupils in the final year (Year 11) are allowed to leave the school site at lunchtime (with permission). Other pupils are permitted to leave the site. This permission is reflected in the form of a pass for the rest of the school year. Regular 'blitzes' are held in which senior management check whether the aforementioned passes are valid and genuine.
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“Just as a new scientific discovery manifests something that was already latent in the order of nature, and at the same time is logically related to the total structure of the existing science, so the new poem manifests something that was already latent in the order of words.”
—Northrop Frye (b. 1912)
“... the structure of our public morality crashed to earth. Above its grave a tombstone read, “Be tolerant—even of evil.” Logically the next step would be to say to our commonwealth’s criminals, “I disagree that it’s all right to rob and murder, but naturally I respect your opinion.” Tolerance is only complacence when it makes no distinction between right and wrong.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 2, ch. 2 (1962)
“... the structure of our public morality crashed to earth. Above its grave a tombstone read, “Be tolerant—even of evil.” Logically the next step would be to say to our commonwealth’s criminals, “I disagree that it’s all right to rob and murder, but naturally I respect your opinion.” Tolerance is only complacence when it makes no distinction between right and wrong.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 2, ch. 2 (1962)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)
“Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of
young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.”
—Walt Whitman (1819–1892)
“Parental attitudes have greater correlation with pupil achievement than material home circumstances or variations in school and classroom organization, instructional materials, and particular teaching practices.”
—Children and Their Primary Schools, vol. 1, ch. 3, Central Advisory Council for Education, London (1967)
“People have described me as a “management bishop” but I say to my critics, “Jesus was a management expert too.””
—George Carey (b. 1935)