Ashville College is one of 14 Methodist independent schools round the country.  The Methodist Church is involved in the running of the school at Governor level, and the school's values reflect the ethos and beliefs of the Methodist Church. 

All our rules, and the principles by which we operate are based on the beliefs of the Christian faith.  The school meets regularly for Christian assemblies, and we have a programme of services at important times in the year.  Our Baorders meet for a weekly service, with a variet of visiting speakers and an enormous variety of approaches ranging from circus performance to quiet, reflective times. 

The Chaplain is a Methodist Minister as well as a teacher. His role is to support students, staff and parents, and to keep an eye on the spiritual life of the school. Students can drop in to the Chaplain’s office for a chat about anything that is worrying them, or catch him around the school during the day. The Chaplain organizes services for the school community at, for example, the start of term, Christmas and the end of the year 

SPIRITUAL DEVELOPMENT 

We provide a number of opportunities for students to explore spirituality and to develop their spiritual life. Among these there are:

•  The Relevant group: a weekly meeting for students of all ages. This lively and enthusiastic group meets to explore issues around Christianity and its application in the modern world.
   
• The Worship Leading Group: for students interested in helping with services both in school and at local churches. This group meets on an ad hoc basis to plan and deliver services which involve drama, music, visual and artistic input and other ways of communicating the Christian message.
   
• Services at key times in the Christian year: the beginning and end of each term; Harvest Festival; Remembrance; Christmas; Easter …. The school community meets together to celebrate important times in the Christian calendar and to mark significant times in the school year. For example, the Valedictory Service at the end of the school year marks the transition for our leavers from being an Ashvillian to being an Old Ashvillian: it is a remarkably moving and meaningful service, which students value greatly.

Click here to go to the World Action in Methodist Schools (WORLD AIMS) website.

Drama at Ashville is stimulating and engaging; we inspire and motivate students to challenge themselves in the work they create. We teach the necessary performance skills required in order that students can respond to given stimuli in a creative manner.  The positive and nurturing atmosphere created in our Department ensures that students have the confidence and trust in which to fully develop their potential.

We have a superb purpose built Drama Studio which is used for all GCSE/AS/A2 lessons and most lower school lessons.  It is also used for Drama clubs and rehearsals.  The Drama office is used as a second teaching room for AS/A2.  GCSE and A level are taught exclusively by the Head of Department, Jo Normanshire (BA), with Mrs. Wendy Bennett (BA) being the primary teacher of lower school classes.

At Ashville, students have the opportunity to develop their ability from the word go with each form in Year 7, 8 and 9 having one timetabled lesson of Drama a week, taught in form groups. At GCSE Drama is an optional subject following the Edexcel specification. This has a very practical focus with 80% practical assessment. At Sixth form we offer AQA AS/A2 Theatre Studies as personal research has shown that it has a high academic standing with Universities in comparison to other exam boards.  Students regularly go on to Drama School or pursue Drama as all or part of their University degree, with mock interviews, workshops and audition preparation offered on an individual basis. Ashville offers many opportunities outside of lessons for students to be involved in Drama: weekly Drama clubs, annual Drama evenings and House Drama for Lower school; an annual senior production, House Drama and performance evenings for Years 10-U6.  We also hold an annual Drama Tour to primary schools for Years 11 and Sixth Form students. (see Drama – extra curricular webpage for more details)

The Lancaster Library was refurbished in August 2009. It is located in the main building, and staffed by two Librarians, Mrs Jen Dening and Mrs Geri Clift. All students are welcome to use the library during breaks, lunch and after school for prep,study and leisure reading. 

The library is also used within the curriculum, enabling students to develop their research skills.  Students are able to borrow two books for up to  two weeks. 

The library runs an active programme of events including October Poetry Day, World Book Day, Author visits, to name but a few.  There is also an Ashville Reading Club for Years 7-9.

For further information about the Library please contact lrc@ashville.co.uk

• 7000 Non fiction titles
• 2000 Fiction titles
• 15 curriculum journals
• 12 leisure magazines
• Special collection
• 15 computers ( including 5 at a standing pod)
• Electronic management system  - Searchstar online library catalogue (books, articles,websites) 

The Art facilities comprise a painting studio, a sculpture studio, a sixth form studio, a combined art history and digital media room, and an art gallery. The gallery features a continually changing exhibition of drawings, paintings, sculptures, architectural models and prints by our students.

The Head of Art is Mr Simon Brook (Fine art/ Sculpture ) Mr Brook continues to be a practicing sculptor . Mr Tom Drew is responsible for  Fine art/Graphics.  The department prides itself on developing and nurturing creative independence whilst hand in hand recognising the fundamental importance of skill acquisition in the development of a well rounded artist and designer.

The basic course is delivered through a weekly art lesson of 80 minutes’ duration, throughout the year in Year 7,  for two terms in Year  8 and one semester in Year 9. In Year 7 students are introduced to, portraiture drawing, 3D studies and painting in acrylics. In Year 8 they learn further 3D figurative techniques, perspective drawing skills and they are introduced to painting still-life or landscape. In Year 9 they learn about design, with projects such as architecture, fashion design, animation, printing and graphic design.

The GCSE course is offered as an option. It builds on the skills learnt in the basic course and is delivered through two weekly art lessons of 80 minutes duration in Years 10 and 11.. The pass rate is usually 100%, with a good proportion of the highest grades being regularly achieved.

The advanced course is a fast-track programme designed to develop skills to the level required for university entrance. It is delivered through three 80 minute studio sessions per week in Years 12 and 13. In addition Year 12 have one 40 minute theory lesson, and Year 13 have two.. One of the highlights of the course is the combined Art/Art History trip to either London or to some other major art centre in Europe. The pass rate is normally 100%, with the majority scoring A/B grades.

Artwork is regularly entered into local and national competitions.  In 2010 one student was crowned junior artist of the year by the Amateur Artist Association and another student making the last 13 of the national final of the Vision of Peace Competition.

Many students have gone on to study art or design at university, in areas as diverse as architecture, industrial design, fine art, art history, graphic design and fashion. However, the department is not exclusively dedicated to academic excellence, and is concerned with many aspects of school life, such as providing extra-curricular activities, stage set painting and support for other departments.

To view Ashville's entries to this year's Saatchi School Competition please click here: http://www.saatchi-gallery.co.uk/portfolio/PupilArtWork.php

 With more than 400 million speakers and spanning two continents, Spanish is one of the most sought after languages of business. The Hispanic culture is now firmly embedded in global culture and within the USA there are more than 40 million native Spanish speakers. Moreover, Spanish is an official language of the European Union and the United Nations.

At Ashville we have a thriving and growing Spanish department led by the Head of Modern Languages/Spanish Mr. I W Kendrick. Working with Miss C. Quinn, Mrs J. Parker and Mrs E. Jones the team promote a lively and engaging learning environment for our students. We also host a native Spanish speaking assistant to support our teaching and students’ learning.

The opportunity to start learning Spanish comes with a gentle introduction in Year 1 in Pre-Prep and, following on from this, Spanish can be studied throughout. (Year 7 Spanish will be introduced in September 2012).  With strong GCSE, AS and A2 results may students continue to study Spanish at university.

The Spanish department has strong links with Spain and we offer two educational visits. At GCSE level, students have a study visit at Easter to Córdoba whilst Sixth Form students have the opportunity of a trip to Mallorca in June.

Classroom experimentation is at the heart of the Department’s philosophy for teaching science. This injects energy and dynamism into the curriculum thus ensuring that all pupils have the opportunity to develop to their full extent the personal qualities essential to the successful understanding of scientific knowledge, principles and their ‘application’ to everyday occurrences.

The science curriculum in Years 7-8 broadly follows the Qualifications Curriculum Authority Scheme of Work, which builds on the material taught in Junior School and many other state primary schools, thereby aiding the transition from Year 6-7

Pupils are taught balanced science in their tutor groups by one member of staff. Outside of the classroom pupils are given the opportunity to complete Biology fieldwork at Nell Bank, Ilkley, as part of the Ecology module in Year 8 (see 2010 photos) and encouraged to join the weekly ‘Rocket Club’. One of the many other outside events participated in is the annual ‘Physics Olympics’ , staged in York, where Ashville pupils compete against those from other independent schools.

In January of Year 9 staff begin teaching the AQA GCSE Science syllabus so that all pupils with the intellectual aptitude to study the Separate Sciences are afforded this opportunity. Given the emphasis shifting to the delivery of GCSE Science in January of Year 9, all pupils are taught by individual subject specialists from the onset of Year 9 in each of the science disciplines (Biology, Chemistry and Physics).

Teaching and learning across the three departments is overseen by the Head of Science and Head of Chemistry Mr D Normanshire, Head of Biology Mr P Forster and Head of Physics Mr C Davies. Other members of staff spread across the three departments include Mr M Finch (Chemistry and Assistant Head), Mr E Rintoul (Biology, Chemistry and PE), Mrs J Jenkins (Biology), Mrs V Rogers (Chemistry), Mr R Lees (Physics and PE), Mrs E Walker (Biology), Mr D Grainger (Physics, ICT and Head of Year 9). Practical support is provided by four technicians, namely Mrs N Dickens (Chemistry), Mrs H Jackson (Biology) plus Mr J Denning and P Russell (Physics). As such, the department values greatly the range of extra-curricular and pastoral expertise that staff contribute to the successful delivery of the science curriculum both in and outside of the classroom.

The department is committed to engendering an ecumenical  spirit in our multi-racial, multi-cultural society. We value the religious background which some of our pupils bring to their study of religion. We also recognise the validity of the non-religious viewpoints represented by many of our pupils and their parents.

There is a middle path to be trodden by those engaged in work such as ours. On the one hand there is clearly no place for religious instruction of the kind which claims to know and impart a ‘truth’ which implies condemnation of all views at variance with its own. On the other hand we must offer pupils something more substantial than a flabby pluralism which simply acknowledges a diversity of views and beliefs, and leaves them indifferent to all.

If either of these two unacceptable extremes is to be avoided then it is essential that we adopt a critical approach. Within the general aims of the syllabus pupils should be encouraged to acquire knowledge so as to avoid forming opinions on the basis of ignorance. They should be enabled to achieve an understanding of religious belief and practice which is both critical and sympathetic. The development of the ability to respect others’ beliefs and to acknowledge valid differences between viewpoints is an important part of their intellectual development.

However, Religious Studies goes beyond this. If one is to regard religion as a proper and essential area of study then there is an implicit assumption that the formation of beliefs is an essential part of human development. By encouraging an open and tolerant approach we are not encouraging pupils to be mere spectators in the world of religion, philosophy and ethics. We should be encouraging them to begin the quest for meaning, and nurturing in them the desire to embrace valid and coherently expressed values which will form the foundation for their adult lives.

The study of religion should enable students, in conjunction with their other studies and life experience, to explore and understand what it means to be truly human, and on that basis to be critical of all religions and non-religious philosophies in so far as they fail to enable the realisation of true humanity. We need to confront pupils with the fact that we cannot live with integrity without making value judgements, and that we should examine our own judgements and those of others who may hold different beliefs. Religions deal with matters of ultimate human concern, and it is in exploring these matters that  we encounter the immanent and transcendent reality which we call God.

Academic PE is a multi-disciplinary subject covering a diverse range of topics including human biology, history, sociology, psychology and of course practical performance.

We offer courses at GCSE and at A level. Over the last few years we have grown the number of pupils studying Academic PE. At present we have two groups running in each year, with numbers close to a hundred.

We have a history of excellent results at GCSE, with a 100% pass rate. At A level we consistently have a very high percentage of our pupils achieving A/B grades each year.          

In 2011 the ‘Good Schools Guide’ recognised the achievement of our pupils at A level, by awarding the department two separate awards. The Boys were the best performing PE students in an English School. The Girls the best performing in an English Independent School.

The department are very proud of these awards and it is recognition of the tremendous effort put into the learning process by both staff and pupils.

In lessons, progress is judged closely and opportunities for refinement are continually offered. Staff facilitate the chance to develop and display deep understanding. The teaching and learning in the department traditionally adds significant Value Added.

Pupils develop a wide range of skills in order to support their progress. Indeed,

 ‘In an information age, you can chase content but you can never catch it - chase the learning dispositions instead’

We are very keen to work with a real understanding of how the memory works, thus pupils are encouraged to review their work on a consistent basis. We need to train pupils to pass the examinations with as much success as possible, but we are also very aware of our responsibility to educate.

We believe that with its multi-disciplinary nature our subject adds to the all-round education of our pupils.

‘Trying to learn without reviewing is like trying to fill the bath without putting the plug in’ (Mike Hughes, Closing The Learning Gap, 1999)

The music department is headed up by the Director of Music, Mr John Dunford, GTCL (Hons),  LTCL (organ),  ARCO (organ),  ALCM (organ), AmusTCL (theory and practice of composition).

He is supported by the Assistant Director of Music, Mr Ross Simpson, BA, (Hons),  PGCE and Miss Hilary Dexter BMus, (Hons),  LGSM (cello),  LGSM (piano),  PGCE and Mr Phil Redding  BMus (Hons), PGCE. There are also fifteen part-time visiting tutors. 

Most lessons in music take place in a room equipped with Apple Mac computers making use of Sibelius and Garageband composing software.

Music at Key Stage 3 focuses on the elements of Harmony, Melody, Rhythm, Form and Structure, and Texture and Timbre. Music theory, history and composition are all studied. Music theory looks at pitch & rhythm, scales and keys, time and phrase.

Music History involves  listening and appraising exercises with music from Baroque, Classical, Romantic and 20^th Century, World, Jazz, Rock, Pop. Composition exercises are in; ostinato, fanfare, binary/ternary form, 5/4 and 7/4 time, chords and melody, song writing, 12 bar blues, riff, primary triads, walking bass, Rock, Pop & Jazz.

Students can study music at GCSE.  The Edexcel music syllabus is a broad based course which requires pupils to build on the work from Key Stage 3 as well as preparing pupils for the study of music at higher levels. A 90 minute exam at the end of the course asks questions based on the study of twelve pieces brought together in an anthology of music which pupils will have studied in detail and which have with a representative group based around four topics; Western Classical Tradition 1600-1899, music in the 20^th Century, Popular Music is context, and World Music.

In composition two pieces or arrangements (or one of each) is required.

For the performing element pupils are required to perform a solo piece and an ensemble piece on an instrument or with voice.

Many students go on to study A level following the AQA A level course.

There is a good degree of flexibility within the syllabus for pupils to extend their knowledge of topics with which they will already be familiar and to explore music new to them, thus broadening their musical horizons. Regularly students from Ashville go on to study music at University and indeed make careers out of it.

In the Mathematics department we want our pupils to

• acquire basic numeracy skills;
• reason clearly, setting arguments out in a logical manner;
• approach problems systematically, choosing appropriate techniques for their solution;
• enjoy their Mathematics and to appreciate the fascination that Mathematics can hold;
• gain the Mathematics skills and understanding needed for their future careers and life in today`s world;
• appreciate the application and power of Mathematics in other subject areas;
• confidently use and explore Mathematical ideas;
• understand all that they do and not just learn techniques;
• experience a range of teaching and learning styles.

All pupils study Mathematics in years 7 to 11 and they are taught in ability sets throughout the five years. The majority of pupils will sit a higher tier GCSE in Mathematics at the end of year 11 (maximum grade A*); a small minority will sit a foundation tier GCSE (maximum grade C). All top set pupils will study either GCSE Statistics or Additional Mathematics as an extra qualification.

We are very proud that we have a 100% pass rate at GCSE dating back many years.

In the sixth form pupils can study one of AS-level Mathematics, A-level Mathematics, A-level Mathematics and AS-level Further Mathematics or A-level Mathematics and A-level Further Mathematics. We have a high success rate of pupil entry to many of the UK’s leading universities, including Oxford and Cambridge.

The Mathematics teaching staff are:

• Dr Dekanski – Head of Department;
• Mr Hannah – 2^nd in Department and Games;
• Miss Cooper – Mathematics co-ordinator for high achievers;
• Mrs Fisher – Mathematics and Pastoral Deputy Head;
• Mr Johnson – Mathematics and Director of Studies;
• Mrs Rutter – Mathematics and assistant Head of Sixth Form;
• Mr Walker – Mathematics and Games;
• Mr Warren – Mathematics and PE;
• Mr Williams – Mathematics and responsibility for whole school timetable.

We are housed in our own departmental area. Every classroom is large and equipped with interactive facilities.

Specific activities beyond the curriculum for high-achieving pupils include the UK Mathematics Challenges (Intermediate and Senior), the British Mathematics Olympiad (year 11 and sixth form), the National Mathematics Team Challenge (year 8, 9 and sixth form) and the Edgehill Mathematics Competition (year 9).  In each of these competitions we regularly achieve recognised success. In addition we have a dedicated teacher who co-ordinates all programmes for high-achieving pupils, including those requiring specific preparation for Oxbridge.

Students who study Computing and ICT learn logical reasoning, algorithmic thinking, design and structured problem solving and the ability to communicate ideas effectively; all are concepts and skills that are valuable well beyond the classroom. These high level skills are applicable in many contexts, from science and engineering to the humanities and business. Computing and ICT nurtures students' interests, passions, and sense of engagement with the world around them and offers opportunities for them to find purpose and meaning in their 21st century lives.

The current head of Computing/ICT is Mr David Taylor, supported by Mr David Webster, and Dr Julie Dekanski. Mr Andy Dobbs has the challenging task of managing our extensive and complex campus-wide network, supported by Mr Mike Sweeney and John Osode.

At KS3 pupils have at least one period of ICT a week in years 7, 8 and two periods in year 9. In year 7 we aim to consolidate their basic skills in the use of the network, word processing and spreadsheets and they will also be introduced to new areas such as the use of databases and computer control.

In year 8 pupils develop further their knowledge of spreadsheets and extend their understanding of databases and how to create them. They will develop their skills in Desk Top Publishing and Web design. They are also introduced to simple computer programming.

In Year 9 pupils consolidate their Computing/ICT skills and knowledge by undertaking an extended project involving databases, and they will also extend their understanding of computer programming and look at creating video.  

Pupils in years 10 and 11 may opt for potentially one of two courses, to further develop their skills and knowledge, either GCSE Computing or ICT.  A Level Computing is a well established course offered in the sixth form for those that have a particular interest in the subject, and probably want to go on to university to study Computing, Mathematics, Engineering or the Sciences.

A substantial amount of money has been invested in ICT resources in recent years, and we are just beginning to see the effects of this in the use of ICT in other subject areas. ICT is used significantly in Design Technology, Music, Science, but increasingly it is being used as part of everyday teaching in all subjects. Currently, we are in the process of developing a Virtual Learning Environment that is open to all staff, pupils and parents, in school and at home.

Mrs L. Hayes is Head of  Home Economics and is assisted by Mrs L Horsley the H.E. technician. At Key Stage 3 the emphasis is intrinsically on practical work, designed to teach the basic skills using safe procedures. Pupils then have the option of following the two year GCSE Home Economics – Food and Nutrition course. Nutrition is studied in greater depth and students decide what they cook depending on their specific area of research.

There are opportunities for extra curricular activities for the boarding community and the Duke of Edinburgh Award scheme. There is also the chance of representing your house in the annual Inter-House Master Chef competition.

It is hoped that the department will move to new facilities in the not too distant future. This will allow the exciting opportunity of offering the Leiths Basic Certificate in Food and Wine. This prestigious cookery course for sixth formers teaches classical and creative cookery in a professional but informal atmosphere. This certificate will open doors for the catering industry and is useful for work during a gap year where students may wish to work at establishments in ski resorts or other holiday destinations.

As individuals and as members of groups, communities, nations and the global family we are shaped by our personal and wider history: equally, we can and should seek to influence and improve what goes on around us and what comes after us. Historians do not simply look to the past: we engage with the present and try to build for the future.

The attitudes and skills which historians develop are essential for almost every aspect of life: the ability to see problems from several perspectives; command of detail allied to a convincing overview; accurate knowledge as the foundation of understanding and analysis; the ability to form and present a well argued explanation. History students enter a stunning range of careers: politics, law, journalism, management, charity work, finance, the armed forces as well as drama and other creative crafts. All require the broad skills which the study of history fosters.

In the Senior School at Ashville we cover mainly British history in Years 7 to 9, although we do investigate wider topics like the Renaissance. GCSE involves major aspects of World History in the twentieth century. In the Sixth Form we engage with the vibrant issues which affected and afflicted Britain and France in the seventeenth century – political tyranny and rebellion, religious conflict, international diplomacy, the exaltation of one king, the execution of another and the banishment of a third.

Mr Andrew Barker is Head of History and will also be responsible for the new Sixth Form courses in Government and Politics. Mr Richard Horsley not only teaches History but oversees History of Art. Mrs Heather Stewart combines her History teaching with valuable work in Learning Support. We look forward to the new Head of Sixth Form Mrs Victoria Rumsey adding her vitality and expertise to our enthusiasm and experience when she joins us in September. We undertake regular professional development and have links with examination boards and with colleagues in other independent and maintained schools throughout the country.

As part of our outward looking approach, we are redeveloping our visits and tours: look out for the Royal Armouries and various battlefields!

The study of German therefore opens up all sorts of career and business opportunities as well as giving insight into the culture of German speaking countries that have produced some of the most influential people in history such as Beethoven, Mozart, Freud, Einstein and Goethe.

There is a need for German in business as German companies play a significant role as our key trading partner and it is estimated that around 11% of business among EU companies is lost because of lack of German skills (in UK this figure is higher). As former German Chancellor, Willy Brandt remarked: “If I’m selling to you, I speak your language but if I’m buying, dann müssen Sie Deutsch sprechen”

Currently German is taught along side French to all pupils in Year 7 to enable them to develop an interest and enthusiasm for this major language.  It is supplemented with a lunchtime club activity run by our German Assistant. From year 8 pupils may choose to pick up Spanish instead of either French or German. The main aim of teaching in these years is to enthuse pupils and motivate them to carry on with the language to GCSE level and beyond. Whilst there is therefore an emphasis on fun and enjoyment using a wide range of interactive resources, pupils also cover a large amount of grammar so that they have a good grasp of the basics before embarking upon GCSE.

German may be studied as a core language or as a second language alongside French or Spanish. It is taught using the new AQA specification with skills assessed in Reading and Listening, Speaking and Writing. At AS and A2 Level  German is taught using the new WJEC GCE specifications. The course places particular emphasis on the development and application of the four skills (reading, listening, speaking and writing) in a variety of communicative contexts.  Language learning activities are designed to be enjoyable and to spark interest.  This is backed up by the rigorous teaching of German Grammar to enable progress to a high standard in the language.  Study is further supported through individual/small group Oral Lessons provided by a German native Speaker, and the use of our excellent ICT facilities.

At Ashville, there is an excellent and well established German Exchange Programme for pupils who opt for GCSE, work placements in Germany for ‘A’ level students and also a successful Year 8&9 trip to Germany for those beginning the language, which runs biennially. The Department also runs a popular Sixth Form ski trip to Zell am See in Austria and plans to develop this link further.  In addition to the opportunities to travel to Germany, pupils will have small group lessons with a native speaker and use up to date and interactive resources to improve and practice their language skills.

Results each year in German are amongst the best at the College and that is due to the commitment and expertise of the staff involved and the range of activities on offer to consolidate the excellent teaching of the subject who meet regularly to share best practice and ideas. Mr Ian Popely, Head of German is joined in the department by  Mr David Webster, Mr John Sexton and our part-time triple linguist Mrs Esther Jones.

Pupils  develop a wide range of skills in order to support their geographical and broader education, as well as being useful to them in the future.  Through the study of Geography, no matter how far you take your studies, you will  develop a knowledge and understanding of other cultures and societies, and an ability to empathise.

The Geography department is headed up by Mrs V. A. Simpson B.Sc. (Salford). The other members of staff are Mrs J. Williams B.A. (Aberstwyth), Mrs C.J. Price B.A. (Birmingham) and Mr G. E. Coad B.Sc. (Oxford Brookes). It is a dynamic progressive department, all teachers are members of the Geographical Society and regularly share resources and ideas with other leading schools.

All students study Geography from Year Seven upwards and for the first three years are taught in their tutor groups.  It is then an option at GCSE and Alevel, click here to view the GCSE and A-Level course booklets. The lessons are taught in the geography department, or where appropriate in the ICT suite. Students go on a variety of fieldtrips, depending on the fieldwork they need to undertake,  including visits to Harrogate, Studfold Farm, Grassington, Holderness Coastline and Bolton Abbey.  All these trips are non-residential. In Year 12 there is a three day residential field trip to the Lake District here students cover a wide range of topics including rural studies, rivers and flood management.

The highlight of the Geography department is the new Sixth Form trip to Iceland.  This five day trip is open to all Sixth Formers studying Geography and covers tectonics, fluvial processes & features, glaciation and geo-thermal energy.

French is a required language if you wish to work in the European Union and is the official language of the United Nations. According to CILT, 74% of employers now look for French language skills when recruiting new staff. So whether you intend to work in the World of Fashion, Finance, Food or Law, French is for you.

The French department is led by Jennifer Willcocks and supported by Margaret Burrell, Sally Ellis, Ian Kendrick and Julie Parker all of whom are very experienced and dynamic teachers. Teaching pupils the essential skills of communication is central to what we do. French is taught from Year 3 in Junior School.  We place an emphasis on grammatical accuracy, and a good understanding of the cultural context of the language. From Year 10 this is further reinforced by weekly lessons with our native-speaker language assistant and our exciting range of study trips and exchanges. Pupils have enjoyed study visits to Nice, Paris, Dieppe and an exchange to the Loire Valley. We have also enjoyed cultural enrichment at the Opera and Language taster days at Leeds University.

At GCSE, equal emphasis is given to the four language skill areas of reading, writing, listening and speaking, and the focus of our teaching is on the practical application of the language.  Pupils enjoy studying French and a good number continue to do so beyond GCSE, with a great deal of success.  The teaching of literature at this level adds further dynamic to our provision of foreign languages teaching and, although there is no coursework option as such, the research-based element of the new AQA syllabus gives students the opportunity to carry out deeper study in an area of particular interest. Many students can marry French with another discipline such as studying a period of French History or the work of a French Architect.

After Ashville

The majority of  pupils  go on to study languages at university and the department has an enviable record of successful applications at the top Russell Group universities including Durham, Edinburgh, Bath, Manchester, Nottingham , Warwick and Newcastle.

All pupils study English Language and Literature from Yr 7 upwards.  The aims of the department are to promote excellent levels of literacy so that students can express their ideas in both an oral and written form clearly and with sophistication, whatever their eventual calling in life may be. Beyond this, the department aims to encourage a life-long love of literature and language by exposing students to the study of great classic and contemporary works of fiction and non-fiction. The skills that students gain in their study of literature and language contribute greatly to their development as independent, interested and interesting human beings. Language and the way we use language is crucial to our understanding of ourselves, the way we perceive and decode the world around us and the way in which we are perceived by others – in that sense it is fundamental.

The English department is staffed by a number of subject specialists each with their own enthusiasms comprising a vibrant team. The Head of department is Mr G. Kurczij, supported in leading the department by Dr. C. Taylor (2^nd in Department). Our other colleagues are Mrs F. Adamson, Mr B. McHugh, Miss C. Allan, Mrs W. Bennet, and Mrs E. Ekstein.

All pupils study English Language and Literature from Yr 7 upwards. During the first three years students are taught in mixed ability groups, following a structured, engaging and progressive curriculum assessing and developing the core skills of reading, writing and speaking and listening. All students then go on to study English Language at GCSE with the vast majority also being entered for English Literature. Both subjects are options at AS/A2 level with the department having healthy numbers across each and a good history of results.

The English department also offers wide ranging extra-curricular opportunities to its students, including debating and public speaking (with regular participation in national competitions), a flourishing creative writing society that has seen the work of its members published several times in anthologies created by national competitions, a book club that meets regularly to read and discuss contemporary fiction, and a film club, amongst others.

Open ended coursework design briefs allow for the high achievers to attempt more challenging, demanding and rigorous projects, thus demonstrating differentiation by outcome. (click here for a range pupil project photos).

The Design and Technology department consists of two full time teachers; Mr. Clive Pearce, (Head of Department),Mr. Tony Skelling and a senior technician, Mr Michael Green.

Design and Technology describes a way of working in which pupils investigate a need or respond to an opportunity to make or modify something. They use their knowledge and understanding to devise a method or solution, realise it practically and then evaluate the end product. Design and Technology draws on the knowledge and skills from many other subjects, in particular, it is closely associated with Science to which it also contributes. Pupils are also given the opportunity to experience the most up to date learning tools in areas such as C.A.D/ C.A.M, which utilizes our laser cutting facility.

The Design Technology department also continues to recognise and encourage the gifted and talented pupils within its ranks in many ways. One of the most rewarding extension facilities to any Technology department are the Inter school Technology Competitions and Innovation design competitions, which have provided Ashville with prolonged success and media attention.

The stimulation and excitement that can be achieved through ‘problem solving’ by design has always provided a source of fulfilment, and will no doubt, continue to do so.

The most recent of many resurgences of interest in the classical world has inspired Hollywood blockbusters, West End productions, best-selling literature and almost daily television documentaries, not to mention providing the vocabulary for most of Harry Potter’s spells. The teaching of Classics in all its forms has evolved dramatically to serve the current needs and learning styles of students, developments which The Classics department at Ashville has taken on board enthusiastically.

In years 8 and 9 over half of the year study Latin using the e-learning resources written to support the traditional text book and computer testing of vocabulary and grammar. In the course of two years students learn the rudiments of the Latin language while studying the civilizations of a doomed Pompeii, a Britannia which has undergone a military conquest and the wealthy, educated but volatile city of Alexandria. Bearing in mind that the majority of students will not continue past year 9 the course is designed to encourage transferable skills of analytical thought and linguistic awareness, beneficial in the study of all European languages, while including elements of drama, art work, research and presentation.

 From year 10 the school has adopted the Level 2 qualification which carries the same grades as GCSE yet has the flexibility to reward the better students with two A* grades, while making the subject accessible to a much wider ability range. Sophisticated grammar is now mastered and Latin literature in all its beauty and subtlety is studied in the original language, while the social, political and philosophical study of the Ancient World prompt comparisons with, and reflection on, our own life-style.

The new A-level Classics suite allows a small number of committed students to follow their own interests, with the advantage of the tutorial style that smaller numbers allow supplemented by a considerable amount of individual study. By these means students have in recent years followed Latin and Ancient History to exam success as well as a non-examined course of Classical Civilization for its inherent interest! The flexibility of the qualification makes it possible to follow up virtually any passion that the student develops.

Outside the class-room trips to Greece, Italy and Hadrian’s Wall have allowed students to see at first hand the evidence of the civilizations they have studied, while, for a few committed students, essay and Latin reading competitions allow them to stretch themselves further.

The subject in some form is open to all with an interest and is broadly compatible with any other subject. A level students combine Classics with Science, Maths, Humanities and Languages and past students have moved on to careers in Finance, Law, Business and the Media as well as teaching and a life of academia.

The quotations on this page provide an insight to some of the issues facing businesses in our modern world and the study of Business Studies delves deeper into such issues.

Business Studies at Ashville is taught from Year 10 upwards as an option at both GCSE and A Level.  It is increasingly popular at both levels.  There are a variety of business related trips and visits offered to students which include attending conferences delivered by entrepreneurs such as Theo Paphitis, production visits to companies such as Arla Foods.  Business Studies looks at the functions of business which include:

• Business start-ups
• Ownership and control of business
• Aims and objectives of business
• Management of people within a business
• Finance
• Production
• Marketing

Business Studies encourages students to acquire a range of important and transferable skills.   Students are expected to manipulate data in a variety of forms and to interpret their results and then to present arguments and make judgments and justified recommendations on the basis of the available evidence.  Students develop the ability to recognise the nature of problems and find solutions using appropriate business tools and methods.  Students learn how to plan their work, taking into account the demands of the task and the time available to complete it.  Conducting research into a specific theme in preparation for one or more tasks is a significant part of both GCSE and A level study. Business Studies teaches students how to challenge their own assumptions using evidence that has become available.

The Head of Business Studies is Mrs C A Guy and the other member of staff in the department is Mrs G Mann.  Our department is dynamic and progressive, and in addition all regularly share resources and ideas with other leading independent and state schools.