the norton knatchbull school

Hythe Road
Ashford, Kent. TN24 OQJ
Tel: (01233) 620045
Fax: (01233) 633668
e-mail: [email protected]
Headmaster: J. C. Speller, BA, MA(Ed), FRSA
Chairman of Governing Body: Mrs. J. Humphreys
Session Times: 8.50 a.m.  3.40 p.m.
(Lunch 1.00 p.m. – 1.55 p.m.)
For more than three and a half centuries, The Norton Knatchbull School or, as it was formerly known, Ashford
Grammar School, has been in the vanguard of educating boys from Ashford and the surrounding villages and rural
areas of East Kent.
The school occupies an area, overlooked by the North Downs, of about 30 acres on the eastern edge of the town of
Ashford, offering enough space to accommodate football/hockey/cricket pitches and an all weather area. A brand
new Sports Hall, an outdoor swimming pool and a cricket pavilion (provided by the Old Ashfordians’
Association) complete the excellent facilities that have enabled the school to realise such a long history of sporting
We are fortunate to have a hard-working, well-informed and supportive team of Governors, a list of whom can be
found under other contacts.
The quality of the staff is vital to the success of any school and the Governors are very conscious of the various
skills and experience offered by all the staff, ranging from the well established to the recently trained, all of whom
are well qualified. As a result, The Norton Knatchbull School has always had a fine reputation and will continue
to serve our expanding neighbourhood with dedication and distinction.
The original building dates from the 1950’s. However, the opening of the Brabourne Building in 1992 and the
Mortimore Building in 1999 have allowed the expanding school to have some excellent facilities, in particular the
spacious, well ICT and Technology suites, the recently opened Drama Studio and the multi-media language
laboratory which was installed in 2006. In total, the school is able to provide more than adequate accommodation
for teaching, plays, concerts and many other activities associated with a thriving school community. We aim to
provide an environment where both the academic, social and physical requirements of the student are met.
The school gained Language College status on September 1st 2004.
As a Specialist College, The Norton Knatchbull School can offer the following:
A centre of excellence for modern language teaching and learning.
Work beyond the school to offer language opportunities to the wider community.
Links with local primary schools to help deliver languages to the younger years.
A broad range of language options in school.
The expectation that all our students will leave school with skills in at least 2 foreign languages.
In May 2006, The Norton Knatchbull became an IB World School allowing us to start teaching the prestigious
International Baccalaureate Diploma Programme alongside a wide range of AS and A2 courses. In the past five
years the number of schools teaching the IBDP in the UK has more than doubled and it seems that the momentum
is gathering pace.
The decision to start offering the International Baccalaureate Diploma Programme (IBDP) at The Norton
Knatchbull School as an alternative to the traditional ‘A’ level programme was taken when we drew up the bid for
Language College Status back in 2003. The idea of a compulsory language as part of a student’s 6th Form studies
was an obvious attraction. The numbers studying languages nationally have been falling. The fact that NKS has
bucked that particular trend was one of the reasons why we chose Language College status. Possessing language
skills will not only help you get to the University of your choice, it may also enable you to secure a job ahead of
competitors who do not have these skills. The inclusion of a language, however, is only part of the attraction of
the IBDP. We are convinced that the IBDP will provide students with a much broader and more coherent
alternative to the traditional ‘A’ level curriculum. IB students cannot really make a mistake – they’re numerate,
literate, have a language, a humanity and a science. The IB prepares a student’s way into university, for success
once he/she is there and for life! The IBDP provides a highly marketable qualification, particularly important with
increased globalisation. The educational philosophy that underpins the programme aims to develop the individual
talents of students and to encourage them to apply what they learn in the classroom to real world issues and
problems. As you might expect, wherever possible, subjects are taught from an international perspective.
 The Governors of The Norton Knatchbull School recognise the rapidly growing population of the Ashford
district and the need to adapt our provision to these demographic changes.
 The School will always strive to accommodate all boys of selective ability and a certain number of selective
ability sixth form girls who live within the Ashford district. We also actively welcome applicants from outside
this district. We are happy to welcome applications from students for whom English is not the first language
or who have hitherto been educated in a different system, or who have special educational needs provided that
these students are of selective ability.
 We aim to improve our facilities in order to provide the space and quality of accommodation to which our
students are entitled. This includes both teaching and recreational space.
 We recognise that an ever increasing proportion of students will continue their education through to degree
level or equivalent. Whilst our teaching will reflect this view, we recognise the various needs of those students
for whom higher education is not the goal.
 We aim to ensure that all our students who are coming to the end of their schooling have access to high quality
advice to assist their progress towards higher education or their chosen career path.
 In order to provide the best quality education that we can, the school aims to:
develop positively every student’s potential to the full and to address his or her social, academic, spiritual,
moral, aesthetic, creative and physical needs. In these respects we make appropriate expectations of pupils
selected for a grammar school education and provide a wide variety of opportunities to apply what they
learn in classroom to real world issues and problems.
encourage an awareness of equal opportunities, non-discrimination, self respect and respect and
understanding for others, thereby developing compassion and tolerance both within School and in society.
provide a safe and secure environment for students and their property.
provide by caring and supportive leadership, example and encouragement, a school society in which
achievements are recognised and celebrated, self discipline and motivation are fostered and enthusiasm,
flair and curiosity for learning and broader horizons are awakened.
- provide an international ethos by encouraging students to discuss international and intercultural issues.
foster close working partnerships with feeder and other Ashford District schools, parents, Governors, Old
Ashfordians and the local business world, so that students feel valued and understood as individuals and
become active members of a broader community.
An Open Evening for prospective parents of students due to enter Year 7 in September 2009 will be held on
Wednesday, 5th November, from 18.00 to 20.00.
There will be two Open Mornings (9.15 - 10.30) on Tuesday, 4th November and Wednesday, 5th November 2008.
Further details may be obtained from the School and from a booklet entitled "Admission to Secondary School in Kent
2009" which will be issued by Primary Schools.
Visits for prospective students in other years can be arranged by appointment.
The standard number for the 2009 entry to Year 7 is 149.
Entry Procedures and Visiting Arrangements
Students (aged 11) seeking entry - 11+ - The Selection Procedure is laid down by K.C.C. and enquiries
may be made of the Headmaster or of Mid Kent Area Office, Kroner House, Ashford. The Mid Kent Area
Education Office will also publish the dates and times in a pack of information to be distributed to all
parents early in the Autumn Term of Year 6.
Students (aged) 11-16 seeking entry at any time other than September of Year 7 - Normally requires
an assessment by our staff and a recommendation from the current school. Each boy is assessed on his
merits, with special consideration given where appropriate. Visits are by appointment with the School.
16+ - Enrolment in the Sixth Form involves an interview with the Head of Sixth Form and a report from a
student’s present school: usually a minimum of 6 GCSE passes (A*-C) is required with normally at least a
grade B in any subject to be studied in the Sixth Form. A Progression Evening will be held in January
2009 where there is the chance to see the School and talk to Heads of Department and Sixth Formers.
Additionally, an Induction Week is held in July to give prospective Sixth Formers a taste of Sixth Form
If the number of first preferences for the school is more than the number of places available,
places will be allocated in the following priority order:
Parents’ wishes.
Current family association, i.e. an elder brother or sister in the school at the time of entry.
Health reasons (for which a medical certificate may be needed).
Residence within a particular scheme of secondary education (see map on the back page of the booklet).
Nearness of students’ homes and ease of access to schools.
House activities at N.K.S. were developed and encouraged during the early part of this century under the headship of
Mr. Lamprey, who encouraged local businessmen to award prizes and cups. Many of the beautiful silver trophies like
the Knatchbull Trophy date from this period. With the passage of time, some competitions have ceased to run, while
new events are introduced from time to time to reflect the current interests of students.
In September 1990 the present organisation of the house system was developed. House Prefects are elected at the end
of the Spring Term and the student with the most votes in each house becomes the elected house captain. With the
help of the other prefects, the house captains select players for all sporting events. It is also their rôle to decide on the
programme for the house music and organise practices, collect money for charity events (including the penny race for
Year 7 students), organise a debating team, encourage and co-ordinate entries for a technology competition and
produce a play for the drama festival. As well as this, they have to take charge of house assemblies.
These demanding roles encourage students to develop leadership and organisational skills as they have to learn how
best to motivate others. Mr. Challis, as House Co-ordinator, encourages and advises the House Captains and other
prefects. Certainly the students who have undertaken this job have achieved a high level of success and have
developed their self confidence. Many have excelled at the opportunities given to them by this rôle and have
demonstrated new talents. The house activities have also encouraged other students who were not necessarily prefects
to use their many talents in the variety of activities. This can be in the context of a leadership rôle, or a specific talent,
for example, in music, drama or sport which school productions and teams do not necessarily offer. Many more
students are therefore given opportunities to develop their skills, and fulfil their potential beyond the bounds of normal
school activities.
Students are allocated to one of the five Houses on arrival.
The Houses are:APPS
named after a much loved and respected former
pupil and Vice Chairman of Governors who
devoted a great deal of time and energy to the
named after a very successful 18th Century
named after two benefactors whose generosity
helped to re-establish the school on the Hythe Road
named after the Founder.
The colours are used to identify the Houses, for example in athletics sports, as ribbons on trophies, in prefects’ badges
and for some documents.
The daily act of worship – Morning Assembly – is held at 10.40. Because of the numbers in the school, this can
no longer be a single act. Assemblies are held for students in form groups, year groups as well as “House” groups
and are frequently used for valuing and celebrating achievements. To strengthen the school’s links with the local
community, visiting speakers are often invited to lead the assembly.
Although the overwhelming majority of students take part in Religious Studies lessons and morning assemblies,
the right of parents to withdraw their child is respected. It is hoped that parents who have reservations about the
subject will discuss their concerns with the Headmaster before withdrawing their child and, in the event of
withdrawal, an alternative scheme of work should be provided by the parent and agreed by the School.
The school has been awarded “Investors in Careers” status in recognition of the quality of the careers education
and guidance provided to students from Years 7 to 13.
Careers information and guidance is available throughout the whole of the student’s life at NKS. There are formal
careers lessons within the PSHCE programme provided by the Careers Tutors, Citizenship staff and Form Tutors,
plus work-related learning and enterprise education activities. Careers education is a cross-curricular subject and
is also taught, in varying degrees, in most other subject areas. The Connexions Advisor visits the school and
provides one to one interviews for all students in year 11 and others a requested, and a drop-in session each week
during the lunch break.
The programme is structured so that, by the age of 14, students should have acquired the knowledge,
understanding and skills to undertake a realistic self-assessment of their achievements, aptitudes and abilities and
use this to identify areas where they need to develop, build their self confidence and develop a positive self image.
They then use this information to set short and medium term goals to support their development. In addition,
students at this age should recognise and respond to the main influences on their attitudes and values in relation to
future careers and be able to recognise stereotyped and misrepresented images and how these can affect their
decision making. Students use this knowledge to manage the change and transition from KS3 to KS4 and to help
them make realistic and informed choices of their post-14 options.
By the age of 16 students should use the knowledge and skills gained to further explore those issues considered in
KS3 and continue to develop their awareness of the opportunities available to them, whilst developing the
personal values to combat stereotyping and discrimination. They should be able to select and use a wide variety of
careers information to help them distinguish between objectivity and bias and set their own goals accordingly.
Students should be able to identify employment trends and the opportunities open to them and recognise the skills,
qualities and qualifications needed to progress to work-based training, further education or sixth form, identifying
the routes available to them and considering and justifying the range of opportunities they are considering, taking
finance and other factors into consideration. Students will use computer software programmes to help them make
the relevant career choices, attend careers conventions, produce a CV and letter of application for a job and obtain
interview practice. They will understand what employers are looking for, building on the knowledge gained
during work experience, and appreciate their rights and responsibilities in the workplace. External agencies such
as Connexions are an integral part of this process, and where possible, employers and voluntary bodies are
involved in the delivery of careers based talks, careers lessons, counselling and guidance. They are also asked to
give presentations to the students on careers in their areas of expertise to help them make informed choices. The
school also has a very well stocked Careers Library which the students get an introduction to in Year 9 and which
they can use at any time. The Careers Library contains information on a huge range of career options,
prospectuses and other information for the majority of UK universities, open day information, studying abroad,
gap year information, advice on student life and finances and advice on UCAS applications.
Connexions Kent and Medway provide a free information, advice and guidance service to young people aged 13 –
19, and up to 25 for those with learning difficulties or disabilities.
The Connexions service is available to young people through professionally qualified Personal Advisers. They are
based in school, colleges and town centre Access Points, and offer confidential guidance and support to young
people about careers, education, training and jobs options, as well as other issues such as health, money,
relationships and housing.
A Connexions Personal Adviser visits the school/college on a regular basis and works with the staff to deliver
information, advice and guidance to students in all year groups.
For more information about Connexions Kent and Medway and how it can help your son or daughter, go to or contact us on 0800 432 0207, Email:
[email protected]
By the age of 19 students will build on the skills learned in KS3 and KS4, using them to assess their career
opportunities and take action to develop further the knowledge and skills they need to progress. They will identify
the strengths and weaknesses of different work scenarios and the possible implications for these for their own
career development, making a critical use of the information sources available to them. They will take charge of
their own career planning, undertake further work shadowing, and consider all the possible implications of
changes in learning and work for their own career goals and plans, including financial options.
It is almost inevitable that at some stage in a student's school career, his/her parent(s)/guardian(s) will have some
anxiety, difficulty or complaint they wish to resolve. So that this may be done efficiently and co-operatively, we
recommend that you use the following procedure:
For problems concerning academic work (e.g. homework, coursework, exam entries), approach the Subject
Teacher in the first instance.
For problems concerning personal and non-curriculum items (e.g. loss of property, unhappiness at school),
approach the Form Tutor in the first instance.
The Subject or Form Tutors will pass on your problem to a more senior teacher if they feel it appropriate,
depending on the breadth and severity of the matters involved. You may, for example, find you receive a
response from a Head of Department or Head of Year in these circumstances.
We understand that there will be occasions when the problem is urgent and the teacher concerned is
unavailable. It is, therefore, helpful if you are able to give brief details of the problem to the Receptionist so
that appropriate assistance can be summoned for you.
Items that you feel to be of a more serious nature are probably best referred to the Headmaster or his Deputy
who will judge how best to proceed.
The Governors have a Complaints’ Policy and Procedure which can be invoked if the problem cannot be
resolved by the Headmaster or his Deputy.
"Statutory" complaints have to be addressed via a formal process. The statutory categories cover Admissions,
Awards, Child Protection, the Curriculum (including RE and Sex Education), Exclusions, Health & Safety,
Finance, Transport and Special Needs. In such cases we recommend you contact the Headmaster who can
advise you of the procedure to be followed. You are, however, free to contact Mid Kent Area Office if you
feel this is more appropriate.
The overwhelming majority of problems can be readily resolved in a short time at a low key level. Where problems
persist, arrangements will be made for them to be considered by the Headmaster (if not previously involved), the
Governors and (in certain cases) the Local Authority. Full details of your options will be given to you at appropriate
moments in the process.
The Code of Conduct was agreed after consultation amongst all members of the School Community. It
emphasises basic principles of consideration, co-operation, courtesy, honesty, respect, responsibility and trust.
Students are encouraged to be friendly and hard working. At the same time we expect students to behave in a way
which brings credit to themselves and the school. Our overall aim is to create a framework which assists all
individuals to establish and enjoy good relationships, both within the school community and outside.
The Code of Conduct is supported by school rules which deal with specific matters. Repeated misdemeanours
may result in extra work, detention or more serious action. A copy of the School’s Behaviour Policy is available
on request.
Drug awareness for students at NKS fits into a flexible Health Education programme within the School’s Personal,
Social and Health Education programme and deals with topics at a level commensurate with the age of the
students. This programme is under constant review and changes are made in response to current Government
legislation and new information as it becomes available. The scheme of work concentrates on five main areas:
health and personal fitness, risks to health, peer pressure and how to say no, the law and the school’s position.
Our aim at all times is to help our students to make healthy and legal choices. To this end, outside agencies are
used at times within the programme to provide particular professional expertise. In addition, drug awareness
raising evenings are held for the parents of students in Year 9 and above.
There is a complementary policy which takes account of the needs of the gifted and talented students, which we
regard as a crucial aspect of our work.
The ability to work independently is a vital part of each student’s personal development. Each student is required
to do homework regularly and in Years 7 to 11 to record the amount set in a diary so as to provide him and his
parents with a ready check and therefore organize his work accordingly. Three or four subject staff will set
homework each evening. Up to 30 minutes per subject per night is set each week in Years 7 to 9. This increases
as the student proceeds through the school. In the Sixth Form there is no limit, the amount and intensity
depending on the demands of the course.
There is a supervised homework club from 3.50 p.m. – 5 p.m. on four evenings per week.
Mentoring - an Aid to Learning
More and more young people are getting involved in mentoring. So what is it and how might it help you
A mentor is a person who wants to help another person develop and grow – someone who will get to know them,
give them advice and encouragement and share with them their own life experiences. In school life a mentor
becomes a unique and valuable educational resource and can contribute to the progress made by any young person
in developing their skills whether they be academic, social or personal.
The Learning Mentor will help a student by:
Offering space and time in an objective, confidential environment in which to consider the implications of
a given situation, and where necessary identify options for change.
Discussing issues.
Exploring difficulties.
Raising awareness of the outcome of behaviour / attitude (both good and bad).
Being honest.
Encouraging changes that will promote ambition, a strong self belief.
Encouraging him to maximise his potential at school.
Helping him/her with time management and organisational skills.
Helping with his/her studies.
Encouraging him/her to attend school regularly, be punctual and hand in his/her homework and
coursework on time.
The length of the programme will depend on an individual’s needs, and the attainment of his objectives. During
the programme the school will monitor progress, check that the student is at ease in the process and moving
forward with confidence.
It is the aim of the school to enable all members of the school community to lead happy, purposeful lives. We aim
to create a climate of trust which will foster the social and personal development of each student. Thus, the focus
of the Pastoral Care system is to enable each student to see him/herself as an individual who matters, whilst
treating others with sensitivity and with due regard to their feelings and opinions. The school recognises that an
important feature of good pastoral care is close liaison with parents, and great effort is made to keep in touch with
parents throughout a student’s school life. The immediate responsibility for a student’s welfare rests with his/her
Form Tutor who liaises with subject teachers, the Head of Year and Senior Staff. Guidance and support are given
on all aspects of life at school and beyond, to allow students to make informed choices.
Personal, Social and Health Education and Citizenship (PSHCE) lessons underpin and support the general ethos of
the pastoral care system in the school. The PSHCE programme is planned as a continuing seven-year cycle and a
coherent programme has been devised which allows us to tackle, in suitable chronological progression, the facts
which affect a student’s life, both in and out of school. The thrust of the programme is to develop the concepts of
teamwork, co-operation, trust and confidentiality in a variety of contexts, thus enabling topics such as selfdevelopment, relationships and careers, to be dealt with sensitively. Outside agencies are invited into school at
appropriate moments so that students may benefit from their specific expertise.
The school’s Sex and Relationship Education (SRE) policy and programme have been devised to meet the statutory
requirements and form an integral part of the PSHCE programme. The course has been structured sensitively to
enable all students to receive a broad education within a moral framework.
Lessons are taught in a confidential, supportive and trusting environment, using a range of teaching approaches,
which reflect the age and maturity of the students. Lessons and materials are reviewed on a regular basis to ensure
that they remain appropriate. The school works very closely with other professionals and outside agencies and
some aspects of the programme are delivered by such visitors. Parents are informed by letter of the content of the
programme in each year and are given the opportunity to withdraw their son/daughter from the programme if they
so wish.
It is our aim to develop positively every individual student’s potential to the full and we hope that parents will take
an active role in their son/daughter’s learning in partnership with the school. The school’s policy and practice are
based on the statutory requirements of the DfES Special Educational Needs Code of Practice. We also participate
in the Kent Local Authority Audit which forms a staged response for identification and reviewing of a student’s
educational needs across the Local Authority.
Students with special educational needs are identified through close liaison with feeder primary schools, study of
student transfer records, regular monitoring by staff of student performance and through regular contact with
As from 2009 work experience will take place in Year 10, over a period of two weeks. Students are encouraged to
find their own work experience places with the assistance of the Head of Year 10. Generally this falls in the last
week of June and the first week of July.
The aim of Work Experience is to reinforce the students’ general education and to develop their understanding of
the world of work. It also helps students’ confidence and enables them to become more focused on their future
career path.
Work Shadowing generally takes place mid-July and involves Year 12 students. Work Shadowing is a further
extension of students’ experiences of the world of work. It will assist the students in working in an environment
that closely mirrors the type of work they are thinking of following and will help them when filling out their
UCAS statement when applying for a university place.
Students are encouraged to find their own placements either in the UK or abroad with the assistance of Sixth Form
One of the most important aspects of school life is the induction period of our Year 7 students. To this end we
have two Open Mornings and an Open Evening in November during which prospective parents and students are
invited to the School to observe lessons and talk to staff and students, and an Induction Evening for boys and
parents and then an Induction Day in July when students accepted for entry are taught by our staff. Indeed the
whole essence of liaison recognises the importance of full communication between our School, parents and
students as well as the important link between ourselves and our feeder primary schools.
The Sixth Form is seen as a distinctive unit within the School and enjoys significant differences in status. Sixth
Formers have the opportunity to run many of their own affairs via a Sixth Form Committee. They also contribute
to the general life of the school through the prefect system and in the organisation and leadership of the House
activities. Within the Sports Hall complex the Sixth Form have exclusive use of a common room/café with
television. There is also another common room where people can work and discuss issues, and a third room on the
second floor where there are some computers with internet access. The school library is also available as a totally
quiet area of study and this also has a fully equipped careers library annexe, including access to the internet.
The Sixth Form is divided into a Lower 6th and Upper 6th (Years 12 and 13 respectively), each containing a
number of tutor groups. The pastoral system is well developed and is based around close contact with the form
tutor who comes together with them during registration and PSHCE periods.
There is considerable emphasis in the Sixth Form on developing self-discipline and a sense of responsibility in
regard to study and academic success, as well as in personal and social development.
The average Sixth Former will be studying 4 subjects to AS level during Year 12, culminating in 3 full A-levels in
Year 13. Some students may well continue to study 4-Alevels into Year 13, provided they can manage the
academic workload. The school can generally accommodate the curriculum wishes of most Sixth Form students.
However, it is possible to take certain A-level subjects at Highworth Grammar School for Girls with whom we
have a reciprocal arrangement, if a particular combination of subjects proves impossible. For those students who
wish to benefit from a broader curriculum the school now offers the International Baccalaureate Diploma
Programme where they will study six subjects.
A PSHCE programme, which is designed to broaden and enrich an otherwise specialist field of learning, also
operates throughout Year 12 and Year 13.
Sixth Formers are given comprehensive careers guidance and assistance in application to all forms of Higher
Education, including Oxford and Cambridge entrance, and large numbers go on to degree courses. Every effort is
also made to assist and support those who seek to enter the employment market on leaving the Sixth Form.
Every Wednesday there is an activities afternoon in which students are free to choose from traditional team sports
or other individual worthwhile activities agreed with the school such as Community Service, particularly
important for those wishing to take the International Baccalaureate.
All students at The Norton Knatchbull School follow the National Curriculum. Two modern foreign languages are
taken in Years 7, 8, and 9 and one remains a compulsory part of the Key Stage 4 programme.
In the Sixth Form, instead of a two year course that leads to an “A” level qualification, there is an initial one year
Advanced Subsidiary (AS) course and external examination in each subject. Students can then continue if they wish,
and sit a second examination (A2) at the end of year 13. The two add up to the equivalent of a full “A” level. At The
Norton Knatchbull School it is expected that all students will commence year 12 by studying at least 4 AS courses or
6 subjects if they opt for the International Baccalaureate, three at Higher level and three at Standard level.
New subjects or examinations have been added to the NKS curriculum in recent years:The re-introduction of three separate Sciences at KS4 for some students.
Religious Studies is now a short GCSE course for all students in years 10 and 11.
ICT is now a full GCSE course for all students.
P.E./Games has been introduced as a GCSE Option subject.
Film Studies, Government and Politics, Law, Psychology, Religious Studies and Sociology are now available as A
level subjects.
Computing and ICT are now both available as ‘A’ level options.
Japanese is now a GCSE option for those students wishing to study a second or even third modern foreign language
at KS4.
The International Baccalaureate Diploma Programme currently offers English, French, German, Spanish, Italian
(Ab Initio), Japanese (Ab Initio), Economics, Geography, History, Psychology, Biology, Chemistry, Physics,
Mathematics, Mathematical Studies, Computer Science, Visual Arts, Theatre Arts and Music.
School’s Curriculum for 2008 – 2009
Art & Design
French and either Spanish or German
Information and Communication Technology
Learning to Learn (Year 7)
Year 9
Art & Design
French and either German or Spanish
Information and Communication Technology
Physical Education
Religious Studies
Years 7 & 8
Personal, Social & Health Education/Citizenship
Physical Education
Religious Studies
Year 11
Additional Science or Separate Sciences (Biology,
Chemistry, Physics)
English/English Literature
Information and Communication Technology
Physical Education
Religious Studies
At least 1 practical subject (Electronics, Food
Technology, Graphics, Resistant Materials, Art,
Drama, Music, P.E.) or a second foreign language
+ at least 1 of French, German, Spanish
+ up to 2 of Business Studies, Geography, History, or
any subject not chosen in the first two categories.
Year 10
Core Science or Separate Sciences (Biology,
Chemistry, Physics)
English/English Literature
Information Communication Technology
Physical Education
Religious Studies
At least 1 practical subject (Electronics, Food
Technology, Graphics, Resistant Materials, Art,
Drama or Music) or a second foreign language.
+at least 1 of French, German, Spanish
+ up to 2 of Business Studies, Geography, History,
PE or any subject not chosen in the first two
Years 12 & 13
The following subjects are offered at AS level in
Year 12 and A2 level in Year 13 (including those
taught at Highworth):
Government & Politics
Law (Year 13)
Further Mathematics
PE/Sports Studies
Psychology *
Religious Studies
Business Studies
Computing *
Design and Technology
Drama/Theatre Studies*
English Language
& Literature
English Literature*
Film Studies
General Studies
*Also offered (with ab-initio Japanese and ab-initio
Italian) as part of the International Baccalaureate
Diploma Programme.
Plus PSHCE and Games
We aim to develop and encourage lively visual enquiry through a variety of skills and practices, working in both two
and three dimensions. Our students therefore become visually literate and can work with confidence and imagination.
We offer courses at GCSE, AS and A2 and as part of the International Baccalaureate Diploma Programme in drawing,
painting and sculpture.
Courses at Key Stage 3 provide a foundation of experiences in all aspects of Art and Design and include use of varied
media including painting, a drawing, sculpture and digital imagery. We also work to develop increasing knowledge
and understanding of artists and designers and their work, and of different times and cultures.
All students should experience a wide and varied visual education which, in an increasingly visual world, is an
essential part of all aspects of the communication and retrieval of visual information in all media. Many students have
progressed from the department into successful careers in Fine and Applied Art and Design.
Trips and exhibitions are organised every year including visits to exhibitions locally and to important centres in
London. At least one foreign visit is organised each year to a major city for KS4 and KS5 students.
Business Studies is offered at GCSE and AS/A2 level. Business Studies looks at the world of business both from
a broad and detailed perspective and continually emphasises the need to study the theory and practice of business
in the context of modern day examples. Students consider the aims and objectives of businesses and how this links
to their processes of production, marketing and people management. They also consider the financial implications
of business decision- making. These areas are investigated within the economic, social and political environment
within which business operates, both nationally and globally.
The subject encourages students to think like business people and promotes the skills of problem solving, business
planning, research, analysis and evaluation. There are opportunities for students to participate in national
consumer competitions, management games and a share dealing club.
Economics is offered at AS/A2 level and as part of the International Baccalaureate Diploma Programme.
Both courses look at the Theory of the Firm, markets and market failure, the national economy, government
policy, international economics, and globalisation. In addition, the IB contains a module on development
The courses give students an insight into real word issues and the conditions in which society operates. Wealth,
scarce resources and the distribution of income are an important part of society, and the study of Economics
allows students to analyse logically the decisions made by government, businesses, groups and individuals in
society both nationally and globally.
The subject encourages students to develop their skills of problem solving, communication, research, numeracy
analysis and evaluation and to develop their logic and critical thinking.
During KS3 students will analyse products to learn how they function, develop skills in different and progressively
more complex assignments, work individually and in teams and make links between Design and Technology and
other subject areas in the curriculum.
Students identify needs, generate proposals, plan, make and evaluate projects in Resistant Materials, Food
Technology, Electronics, Graphics, Pneumatic Control and Structures.
Resources available include a full range of materials: card, plastics, wood, metal, electronics, pneumatics and food
equipment. Two CNC milling machines and a Stika machine are available for use.
Specialist staff, rooms, videos, books and equipment are available. Students can use the department’s computers for
all ICT purposes including computer aided design (CAD), computer aided manufacture (CAM), digital image
processing, modelling electronic circuits, intranet resources and internet access.
At KS4 students can choose which area of technology they would like to follow to GCSE standard. Numbers
permitting, Resistant Material Technology, Electronic Products, Graphical Products and Food Technology can all be
followed at full course level.
The Edexcel “Design and Technology: Product Design: Resistant Materials Technology” is offered as an option for
AS in Year 12 and A level in Year 13.
Drama is taught in Years 7 – 9 as part of the English curriculum, in order to meet National Curriculum requirements
and in preparation for the Speaking and Listening component of GCSE English in Years 10 and 11.
GCSE Drama is offered in Year 10 as an option, and provides a practical grounding in creative skills in performance
or design, or in technical aspects such as lighting and sound. The course includes both devised drama and the
exploration of a published play, and taking part in an externally assessed performance.
As well as developing specific skills, GCSE Drama presents a significant opportunity in terms of personal
development, involving teamwork, confidence-building and presentation skills.
AS and A2 Drama and Theatre Studies are taught in the Sixth Form. The AS course in Year 12 includes the study of
two plays from a performance point of view as written coursework, and the contribution of performing or other skills
to an externally assessed production of a play. There is also a written examination which involves a response to the
play performed as practical work, and to plays seen during the course. Theatre visits occur several times during the
year, and students should normally expect to pay for tickets at student or group rates.
The A2 course in Year 13 comprises both devised drama and the production of a published play by the students
themselves. The written paper at this level is synoptic, and includes questions on a director’s approach to a set play
and on the stage history of a further play. Regular theatre visits continue as on the AS course.
The AS/A2 qualification provides an excellent grounding for students considering Theatre Arts as an option in
higher education, and more generally for those who wish to pursue a career where communication and peopleoriented skills are important.
Theatre Arts – International Baccalaureate Diploma Programme
The aims of the programme in Theatre Arts are to help students in the following:
To understand the nature of the theatre.
To understand it by making it as well as studying it.
To understand it with their minds, their senses, their bodies and their emotions.
To understand the forms it takes in cultures other than their own.
To understand better themselves, their society and their world.
Both Higher and Standard Level students cover performance skills, world theatre studies, practical play analysis
and theatre production. Higher Level students also carry out an individual project. Students must be prepared to
perform before an audience and demonstrate different acting techniques. The programme places similar emphasis
upon all aspects of theatre practice with a special focus on imaginative, creative and original contributions.
Students will look at plays through the perspective of a director and develop their ability to turn a text into a
theatrical production. For the individual project the study should be a practical understanding – where possible,
performance and direction work should result in a public presentation, design work should result in a model and
costume work should result in an article of clothing.
Throughout the school, the teaching of language skills to achieve accurate communication is combined with
encouraging students' creativity and enjoyment and appreciation of literature. Much emphasis is placed upon the
students thinking for themselves and organising their own ideas, especially in group work. The focus and balance of
the curriculum is intended to meet the requirements of the National Curriculum, the KS3 Literacy Strategy and the
KS3 New Orders. It is expected that all students will study GCSE courses in English and English Literature at Key
Stage 4.
English Literature, English Language/Literature and Film Studies are offered to Years 12 and 13 at both A and AS
levels. The department teach the English Language A1 element of the IB Diploma.
Drama is taught in Years 7, 8 and 9 by the students’ English teacher wherever possible. This aids the development of
the students' confidence and self-awareness, as well as skills of communication. In Years 10 and 11 Drama is taught
as part of the English course, and is used to broaden the curriculum. It is essential in providing opportunities for
Speaking and Listening activities, which make up a half of the marks for coursework in English.
Theatre trips and school productions are a regular part of the school's extra-curricular activities.
A Level Course Details
From September 2008 ‘A’ level courses commence as follows:English Literature (Edexcel 8ET01/9ET01) is an academic course catering for students who enjoy reading and
writing. The following units are studied. For AS there are two units:1. Explorations in Prose and Poetry – examination on unseen prose and poetry and two set texts of each. 2¼
2. Explorations in Drama – coursework of 2000 – 2500 words maximum based on a study of Shakespeare
and drama from 1300 to 1800.
For A2 two further units are studied:
3. Interpretations of Prose and Poetry – examination on unseen prose and poetry and three set texts of the two
genres at least one of which must be published after 1990. 2¾ hours.
4. Reflection on Literary Studies – coursework of 2500 – 3000 words maximum based on the independent
study of a free choice of poetry, prose or drama texts. One text studied in detail.
English Language and Literature (8EL01/9EL01) is an academic course designed for students who wish to study
the formulation of language and the creation of literature. The following units are studied. For AS there are two
units:1. Voices in Speech and Writing – examination on unseen texts and a prose set text studied in context. All
texts to be 20th or 21st Century. 2¼ hours.
2. Creating Texts – coursework of 2000 – 2500 words maximum. Pieces are written for both a listening and a
reading audience. One prose fiction text, either poetry or drama and a range of other texts are studied.
Topic areas are prescribed.
For A2 two more units are studied:3. Varieties in Language and Literature – examination on unseen prose plus two prescribed drama or poetry
texts. 2¾ hours.
4. Presenting the World – coursework of 2500 – 3000 words maximum based on one text and a range of other
reading. Coursework must comprise:1. Literary Writing
2. Non fiction
3. Commentary
International Baccalaureate
The English Department will deliver the A1 English Language element of the IB. At both Standard (11 texts
studied) and Higher (15 texts) level the course breaks down into four sections:1. World Literature (coursework).
2. Oral Commentary (unseen).
3. Comparative Literature (examination).
4. Oral Presentation.
FILM STUDIES (WJEC 2181/3181) is offered to those students interested in the cinema and who would find
analysis of how film works rewarding. For AS there are two units:1. Film Form – coursework a. Analysis of technical/mechanical aspects of how films work. 1500 words.
b. Creative project whereby students create a film sequence or short film and produce a reflective analysis.
2. British and American Films – examination on the film industry and how it works. The nature of the
cinema audience, the study of two British films from a given topic and a comparative study of two U.S.
films. 2½ hours.
For A2 two further units are studied:3. Film Research and Creative Project – coursework of two projects. a. An investigation into a given topic of
film making e.g. genre or star/performer. b. Creative project – a film, extract, screenplay or extended step
4. Varieties of Film Experience: Issues and Debates – examination on a. An area of World Cinema (a study
of two films), b. How film impacts on the spectator (a study of two films), c. Close study of a single film
e.g. Vertigo, Solaris, Fight Club.
The Geography Department provides all students at Norton Knatchbull in Years 7 to 9 with a valuable insight into the
world in which they live and the ways in which man interacts with the environment; changing and altering the
In Year 7, students are introduced to the basic skills required by the young geographer, with the use of maps,
photographs and simple fieldwork studies. The developing and developed world are the main themes of study in
Years 8 and 9 and topics included will satisfy the requirement of the National Curriculum.
The importance of fieldwork in Geography is seen throughout the Geography syllabus. Local studies in Year 7,
include a day off site studying Rye and a visit to France in conjunction with the Modern Foreign Languages Faculty.
Students in Year 8 spend a day studying the Thames Barrier in London.
In Year 8 and 9 a group consisting of the abler linguists are taught Geography in German and the majority from this
group opting for GCSE continue to have some of their lessons in German.
The staff in the department are dynamic and employ a wide variety of teaching methods including the use of group
and individualised learning, class discussions and audio-visual materials. It is the aim of the department that all
students in the first three years at the school should have the opportunity to make use of geographical data and
software on the expanding computer facilities of the school.
At GCSE and A level, Geography continues to be a popular option choice with students in the school and those
entering the Sixth Form from other schools in the area, producing some very good results. A week’s residential
fieldwork with Year 12 students to the Yorkshire Dales has proven to be a valuable and enjoyable experience and is
seen as an essential component of the A level course. Opportunities for shorter day field trips are offered during the
two years.
Geography provides an excellent combination with a wide range of subjects at GCSE and A level in both the Arts and
Science fields. It is also useful for many of the career options students at Norton Knatchbull will have.
International Baccalaureate Diploma Programme
The aims of the Diploma Programme Geography course at Higher level and Standard level are to enable students
Develop a global perspective and a sense of world interdependence.
Develop an understanding of the interrelationship between people, place and the environment.
Develop a concern for the quality of the environment and an understanding of the need to plan and manage
for present and future generations.
Appreciate the relevance of Geography in analysing contemporary world issues and develop and modify
values and attitudes in relation to geographical problems and issues.
Recognise the need for social justice, equality and respect for others; appreciate diversity; and combat bias,
prejudice and stereotyping.
Develop an appreciation of the range of geographical methodologies and apply appropriate techniques of
The Government and Politics course is a new and exciting study which will introduces students to contemporary
politics and to the fundamental point that politics exists because people disagree. It seeks to engage everyone
interested in current affairs and modern political developments in the UK and the wider world. It encourages
discussion, debate and controversy and contending belief which is the essential character of politics.
There are four modules two at AS and two at A2. At AS: People and Politics raising questions about democracy,
political parties, elections and pressure groups; Governing the UK raising issues about the UK constitution,
parliament, prime minister and cabinet and judges and civil liberties. At A2 both modules are synoptic. Units 3
and 4 will either focus on political ideologies or global politics.
The course encourages independence of thought and an open mind. It stimulates the development of critical
awareness of the nature of politics; the understanding of the structures of power and authority within the political
system of the UK and how these compare to other political systems. It aims to encourage participation in politics
by developing knowledge about government and politics and individuals’ rights and responsibilities. The course
aims to develop students’ personal effectiveness by developing their critical awareness of political events and
issues, by fostering empathetic understanding of the main political viewpoints and developing the ability to argue
a relevant and coherent case.
Politics is taught through a range of activities in which students are closely involved. They are expected to keep a
political affairs diary, to carry out research, to contribute to discussion, debate and role-plays and to make
presentations. They are encouraged to keep abreast of current political affairs using the internet, reading
newspapers, listening to the radio and watching TV political programmes. They learn how to construct and write
long and short analytical essays. The academic skills developed are transferable to other subjects and support other
academic studies generally. The Department also aims to foster the development of a wide range of social skills.
The NKS Politics Department has a tradition of excellence and has experienced some outstanding successes. In
both 2005 and 2006, an NKS student achieved a place in the top ten of those achieving the highest overall marks
of all Edexcel candidates in Politics.
Politics is a respected academic subject and is appreciated by employers and Universities alike.
History is a popular and well-regarded subject at Norton Knatchbull School. The Department aims to encourage
an interest in, and knowledge about, the past as well as to develop some of the skills used by historians. Students
learn to evaluate evidence and to understand the attitudes of people in the past. The study of concepts like change
and continuity, and causes and consequences, helps to put contemporary issues in their historical context.
The subject is taught through a lively, investigative approach and offers challenge to all abilities. A wide range of
methods and techniques, including debates, role-plays, drama, AV, ICT and fieldwork are employed, and the
development of exam technique and study skills are emphasised. There is a particular interest in involving
students in the use of artefacts in investigation and a considerable collection dating from the Stone Age onwards
has been built up which is used in a variety of activities form Year 7 to Year 13.
National Curriculum History is taught at KS3 and is delivered through the five registration groups in two weekly
periods. Students develop and understanding about British History through courses on Medieval England, the
English Civil War and the Industrial Revolution. A wider European and global perspective is given through three
more courses: Black Peoples of the Americas, the French Revolution and Twentieth Century World.
At GCSE, History is part of the options scheme where it is one of the most popular subjects. Students follow
AQA Schools’ History GCSE. They study the History of Medicine, and Germany, 1919-1945 as examined
courses, the Development of Coastal Defence in Kent and Northern Ireland for coursework.
History A level and History IB are both very popular choices. Both courses focus on some of the most dramatic
events of the twentieth century including revolution, war and mass executions. For A level students study four
modules consisting of Russia 1881-1953; the experience of warfare in Britain from 1854 to 1929; Germany, 190045 and an investigation into American History in the 19th Century. While IB students study international relations
1918 – 1935, the Causes, Practices and Effects of War, the Rise and Rule of Single-Party States in the Soviet
Union and Cuba, and they undertake a Historical investigation into a subject of their choice.
The response from students is very positive: they turn up in large numbers for extra revision sessions and
volunteer to help at Open Evenings. History results are consistently good and it is not unusual for the majority to
achieve A*s and As at GCSE. The 2006 ‘A’ Level results were impressive with 83% of NKS students achieving
A/B and 100% A-C. One candidate achieved full marks in all six modules and, out of 21 428 candidates, was in
the top ten of those achieving the highest overall marks; he also gained a place to read History at Oxford. Another
student gained a place to read History at Cambridge.
There is a full programme of school trips including visits to Bodiam, Dover and Deal Castles; the Battlefields in
France and Belgium; and the Imperial War Museum. We benefit from the support offered by the Holocaust
Educational Trust. They help to organise a Holocaust Memorial Day in Y9 and, for the last four years, two
students and a teacher have visited Auschwitz.
The History Department is well resourced and is accommodated in the History suite. Each of the rooms are
equipped computers and either an Interactive Whiteboard or a projector. There is easy access to the Library and to
the ICT Rooms.
The school network currently has approximately 400 machines around the school. The Network Centre is in the
Mortimore building, alongside four dedicated ICT rooms. The school also has a state-of-the-art 34-station ICT
suite primarily used by the Languages department and clusters of laptops, mini-PCs and wireless tablets in use
throughout departments.
All PCs run Microsoft Windows XP and Office 2007 as well as a wide range of curriculum-based software. The
school provides an internet-link system to allow pupils and staff to access the network remotely to upload and
download files, and a Virtual Teaching and Learning Environment (VLE) which allows pupils and staff to connect
to their learning resources, submit and receive back assignments over the web and manage their electronic
portfolio of work. All students and staff have access to email, provided by an in-school exchange server.
The network extends throughout all parts of the school including DT, Food Technology and the Library.
Additional resources are available including digital still and video cameras, scanners and colour printing available.
Every station is connected to the Internet via a 20 Mb/s Kent Community Network broadband link and from the
start of Year 7 every student is given Internet access.
The school takes very seriously the use and misuse of the ICT facilities and the Internet and so every student is
made aware of the School’s Acceptable Use Policy as part of their ICT lessons and every time they log on. In
addition the school monitors the use of the computers during the day and regularly checks user areas for
inappropriate material. Whilst using the Internet students’ use is logged and subject to filtering controls which are
regularly reviewed.
Key Stage 3 (Years 7 and 8)
ICT is compulsory at Key Stage 3 and students attend two 50-minute periods per fortnight in Years 7 and 8,
covering the four main areas of Communicating Information, Handling Data, Modelling and Control. In Year 7
the topics are generally skills-based leading to Years 8 where students are expected to demonstrate their skills via
the solution to a given problem.
Key Stage 4 (Years 9, 10 and 11)
In Year 9, pupils follow a practical training course during two 50-minute lessons each fortnight to prepare them
for their assessed work in Years 10 and 11. Every student will then follow an ICT assessment in year 10 and 11.
The Edexcel DiDA suite is a suite of qualifications based on the use of ICT. It is solely examined by coursework,
there is no examination. Students will either complete one or two projects in Years 10 and 11 equating to either
one or two GCSE equivalent qualifications.
The first unit, Using ICT, tests the basic skills and students are required to complete a number of tasks using
standard application software. A second unit can be offered to pupils if their performance in the first unit is
For more information visit the Edexcel DiDA website:
Years 12 and 13
AS and A2 ICT (OCR : AS H117, A2 H517)
The overall aim of this course is to encourage candidates to develop an understanding of the principles of problem
solving using computers and of the range of applications of computers and the effects of their use in order to apply
this understanding to develop computer-based solutions to problems. Candidates develop an understanding of
systems analysis and design, and methods of implementation, testing and documentation. The course structure is
as follows:
Year 12
AS Unit 1 (G061) – Information Systems and Applications
Examination-based unit covering: Data, information, knowledge and processing, software and hardware
components of an information system, characteristics of standard applications software and application areas,
spreadsheet concepts, relational database concepts, applications software used for presentation and communication
of data, and the role and impact of ICT.
AS Unit 2 (G062) – Structured ICT Tasks
Board set tasks, pre-released in the Autumn term. They are presented to candidates requiring them to find
software-based solutions to a given problem. Candidates are expected to demonstrate competence in the skills of
designing, implementing, testing and documenting ICT systems. The work is teacher marked and externally
Year 13 (This new specification to be taught from September 2009)
A2 Unit 3 (G063) – ICT Systems, Applications and Implications
Examination-based unit covering: The systems cycle, designing computer-based information systems, networks
and communications, applications of ICT, implementing computer-based information systems, and implications of
A2 Unit 4 (G064) – Project
Candidates develop an ICT Based solution to a real life problem. Candidates are expected to investigate, design
and implement a solution to a problem given by a third party. The work is teacher marked and externally
AS and A2 Computing (AS H047, A2 H447)
This specification is designed to develop an understanding of the fundamentals of computing and to provide the
knowledge and skills suitable for participation in an evolving computer-dependent society. Computing provides
opportunities to be at the forefront of these changes and for students, through their careers, to play a role in the
dynamic computer-based information society of the future.
Year 12
AS Unit 1 (F451) – Computer Fundamentals
Examination-based unit covering: Hardware, software, data: its presentation, structure and management, data
transmission and networking, systems development life cycle, characteristics of information systems, implications
of computer use.
AS Unit 2 (F452) – Programming techniques and logical methods
Examination-based unit covering: Designing solutions to problems, the structure of procedural programs, data
types and data structures, common facilities of procedural languages, writing maintainable programs, testing and
running a solution.
Year 13 (This new specification to be taught from September 2009)
A2 Unit 3 (F453) – Advanced Computing Theory
Examination-based unit covering : The function of operating systems, the function and purpose of translators,
computer architectures, data representation, data structures and data manipulation, high-level language
programming paradigms, programming techniques, low-level languages, databases.
A2 Unit 4 (F454) – Project
Requires candidates to identify a well-defined user-driven problem, involving a third-party user, and to generate a
solution. This is done using software tools chosen by the candidate and may include a programming language, an
appropriate applications package or other software.
IB: Group 5 - Computer Science
Students who study the International Baccalaureate have the option of studying Computer Science at Standard or
Higher level. The course broadly matches the content above for the Computing ‘A’ Level, but the practical work,
called the Program Dossier, requires the students to create a programming solution to a problem in the objectoriented language Java.
The computer science standard level (SL) course focuses on software development, fundamentals of computer
systems and the relationship between computing systems and society. The higher level (HL) course encompasses
all these elements but is extended to include: computer mathematics and logic; advanced data structures and
algorithms; further system fundamentals; and file organization.
In Years 7 to 11 all students will follow the Mathematics National Curriculum using schemes of work based on a
series of books.
All years have backup material of different text books, videos and investigations. Students are encouraged to work
individually and where appropriate, in small groups. Students with special needs at both ends of the academic scale
will receive assistance, where necessary, to help them. I.C.T. is used where appropriate to enhance the learning of
Mathematics. All six Mathematics rooms contain the added facility of an Interactive Whiteboard to enhance learning.
In Year 7 all students are taught Mathematics in their tutor group. Setting takes place at the end of Year 7. Setting
will be determined by the results of internal tests. There are five sets in Years 8 and 9 and six in years 10 and 11.
In July:
The mean of the internal assessment tests will be added to the examination mark.
The resulting score will be used to rank students in a year group.
The Mathematics sets will be determined by this order together with professional judgement, where
Throughout Years 8 – 11 setting changes are reviewed after two tests. There are external examinations in Year 9 to
determine a student’s national curriculum level. Most students are entered for the levels 6 – 8. Very able students in
all years are encouraged to enter the UK Mathematics Challenges. At KS4 sets 1 – 5 are expected to follow the higher
course of Mathematics. Year 10 sets 1 and 2 will take Statistics GCSE for Year 10 and higher Maths in Year 11. Sets
3 – 5 will study both GCSE higher Maths and Statistics over both years. Set 6 will take foundation GCSE
Mathematics at the end of Year 10 and will then be offered a choice of continuing with Maths or following the GCSE
Statistics course.
The use of calculators and I.C.T. is introduced in Year 7. If students require a calculator the school can get them at a
very competitive price. We recommend calculators are purchased from the school enabling all students to have
the same model.
At the start of Year 12 students can choose to study either half, one, one and a half or two "A"-levels in Mathematics.
Most students opt for one A-level. Each “A” level requires 6 units of study. Current options are:
Year 12 Mathematics
Year 12 Further Mathematics
C1/C2/MI or C1/C2/S1
C1/C2/C3/C4/M1/M2 or S1/S2
Year 13 Mathematics
Year 13 Further Mathematics
C3/C4/M1 or C3/C4/S1 or C3/C4/S2
All students sit external examinations in a minimum of three units in the June of Year 12 and the remaining units in
January and June of Year 13. The examination board is EDEXCEL.
International Baccalaureate Diploma Programme
The Mathematics Department currently offers three of the 4 Diploma programmes.
 The Mathematical Studies standard level is the least demanding of the IB Mathematics courses. It consists
of a core and one option topic. The Mathematical Studies course is not much more difficult than GCSE
and is therefore well suited to those students who do not wish to specialise in mathematics! The project
(20% of the final grade) will be based on the option topic or on an open investigation and should take a
few months to complete. A hard-working student will find it relatively easy to score a high mark.
 The Mathematics Standard Level (SL) syllabus consists of the study of six core topics and one option.
The content of the Standard Level is very similar to that of the Higher Level but the depth of study is less.
The Standard course is suitable for students who enjoy Mathematics, wish to be stretched beyond Studies
but have chosen Higher Level in other disciplines.
 Mathematics Higher Level is a much more demanding course for students with a great interest in Maths or
who wish to pursue courses in engineering, natural sciences or mathematics at university. It consists of a
core and option topic. In terms of difficulty the Mathematics Higher Level is comparable to the traditional
‘A’ level course. The course includes a core (algebra and functions, calculus, probability and statistics,
complex numbers, vectors and matrices and transformations). The option topic will almost certainly be a
further statistics unit. To have a good chance of gaining a high grade in this course students must have
gained an A or A* in mathematics at GCSE as they will ultimately need to have a thorough grasp of topics
as well as the ability to solve problems in a variety of ways. The Mathematics Higher Level (HL syllabus
consists of the study of eight core topics and one option.
These are exciting times for the Modern Languages Department as The Norton Knatchbull School became a
Specialist Language College on 1st September 2004. Students now benefit from a multi-media language laboratory
allowing us to develop further our bilingual projects in French and ICT. In 2008 two Year 8 groups and one Year 9
group are studying Geography in German, again as part of our bilingual project. In Year 7 two French and two
Spanish groups are studying ICT in their language lessons.
In Years 7, 8 and 9 three modern languages are currently offered by the School: French, German and Spanish. All
are available at GCSE, AS and A Levels and as part of the International Baccalaureate Diploma Programme. The
faculty is staffed by thirteen specialists and four Language Assistants. Japanese is now offered as a GCSE course and
with Italian as an ab-initio Language B on the International Baccalaureate Diploma Programme. Other languages
such as Arabic may also be available as an Evening Class or extra-curricular activity.
All students follow a GCSE course (AQA specification) in a foreign language and have the opportunity to study a
second or a third.
We aim to make the learning of languages an enjoyable experience and emphasise communicative competence, active
learning and language awareness; great importance is also attached to the teaching of grammar. The languages suite
includes recording rooms and a Sixth form area for individual study. Learning is also further enhanced with the use of
interactive whiteboards and satellite television. Classes have the opportunity of using ICT and a language club has
been set up with the aim of broadening younger students' contact with the foreign language. We run a Latin Club
which has proved popular with those who want to broaden their linguistic skills.
A variety of visits to France, Germany and Spain are organised in order to give the students practical experience there.
We lay particular emphasis on exchanges (in conjunction with Highworth) with our partner schools in Brussels, Bad
Münstereifel, Krefeld and Asturias and there are also trips arranged to various other places, including Dűren, Le
Touquet, Futuroscope and Rheims.
Music is taught to all students in Years 7, 8 and 9, and as an option from Year 10 onwards, at GCSE, “A" level and as
part of the International Baccalaureate Diploma Programme.
A wide variety of electronic and percussion instruments, including computer technology, is used to stimulate a general
interest in Music. More advanced sequencing, recording and scoring technology is available to middle and upper
school students. "A" level is currently taught jointly with Highworth School.
Students are encouraged to take up an instrumental study; visiting specialists are available for flute, clarinet,
saxophone, oboe, violin, viola, 'cello, double bass, all brass, classical and rock guitar, drums, piano and keyboards,
some privately, others through the Kent Music.
The extra-curricular activities of the school are highly regarded in the county, and include a wind band, brass groups,
jazz band, saxophone ensemble, string ensemble and vocal groups.
The Jazz Groups have appeared on many occasions at the Schools’ Proms, on T.V. and Radio and have gained several
National Awards for their performances; these have included appearances at The Royal Albert Hall, Royal Festival
Hall, London Guildhall, Brighton Conference Centre and many local venues. They also tour abroad. The Wind Band
was selected to appear in the 2008 National Festival of Music in Birmingham, together with our jazz band, Norton’s
Dixie Kings.
There are many performance opportunities for students during the year. We put on concerts to suit all musical tastes;
Folk and Blues concert, Jazz Night, Stage Musical and soloists concert. We also put on several general events – our
Spring and Summer concerts and music for Prize Day, as well as our Candlelit Service of Carols in the Parish Church.
Something for everyone! We also arrange trips to concerts and shows and involve students in appropriate workshop
activities with visiting professional composers and ensembles, sometimes joining with other schools to do this.
The department's policy is to give all students experience of a wide variety of sports: rugby, football, hockey, cricket,
basketball, athletics, cross-country, tennis and table tennis. These are augmented by personal health and fitness
programmes, swimming and gymnastics. In Years 11, 12 and 13 the games option system includes squash,
badminton, volleyball, table tennis, orienteering, cycling and golf.
A strong games playing tradition has evolved over the years and students are encouraged to participate at all levels.
Traditional football, rugby, hockey and cricket fixtures are played on an inter-school basis and students often
represent the County in these sports. Important links with local sports clubs have been developed particularly for the
benefit of students when they leave the school.
The Department is well equipped with facilities to provide students with the above opportunities. A gymnasium with
good shower and changing facilities is surrounded by extensive playing fields. An all-weather pitch provides yearround facilities for tennis, hockey and athletics. A swimming pool completes an on-site facility which is the envy of
many schools.
There is a strong Old Ashfordians' Association which offers very competitive matches in soccer, hockey and cricket,
and for many former students a chance to catch up with school news.
PSYCHOLOGY (AS and A2) (the scientific study of mental processes and behaviour)
The exam board is EDEXCEL.
Course description:
 Psychologists study the behaviour of adults, children and animals.
 They understand the factors that influence behaviour, including genetics, social and cultural norms and the
ways that human and non-human animals learn, think and feel.
 The course introduces psychological theories and examines a selection of classic and contemporary
 It looks at the application of the theories and research to current issues.
 Students are able to design and conduct their own psychological investigations and experimental research.
AS Units
Unit 1
Two approaches
 Social
 Cognitive
One Exam
 1 hour 20 minutes
 40% of AS marks
 January or June
Unit 2
Three approaches
 Psychodynamic
 Biological
 Learning
One exam
 1 hour 40 minutes
 60% of AS marks
 June only
A2 Units
Unit 3
Choose two applications from four:
 Criminological
 Child
 Health
 Sport
One Exam
 1 hour 30 minutes
 40% of A2 marks
 January or June
IB Psychology
Unit 4
 One compulsory application:
Issues and Debates
One Exam
 2 hours
 60% of A2 marks
 June only
Psychology is the systematic study of human and non human behaviour. Seen through three or four major
perspectives, the IB Psychology programme provides a meeting ground for several academic traditions including
philosophy, science and the social sciences. Investigative approaches include the experimental method, observation,
case studies, clinical interviews questionnaires and discourse analysis.
At standard level the IB candidate will study psychology through three major perspectives: Biological, Cognitive
and Learning. Higher level candidates will also study the Humanistic perspective.
Assumptions of psychology that are addressed include: the motivations underlying human behaviour; social
interaction; language and thinking; memory; and emotion. The students will be engaged in a variety of practical
activities including observations, experiments and interviews. They will be encouraged to apply their research to
understanding the social and psychological conditions that affect the individual and how these may be improved in
the future.
Course Outline
1. Perspectives (Compulsory)
The biological perspective
The cognitive perspective
The learning perspective
The humanistic perspective (Higher level only)
2. Options (one at Standard Level and two at higher level):
Comparative psychology
Cultural psychology
The psychology of dysfunctional behaviour
Lifespan psychology
Health psychology
Psychodynamic psychology
Social psychology
3. Research methodology (Compulsory)
A. Ethics
B. Quantitative research methods
C. Qualitative (Higher level only).
4. Experimental Study (Compulsory)
Conduct one experimental study (at Higher level)
Conduct a simple experimental study (at Standard level).
Course Objectives
There are nine assessment objectives at the Standard level and twelve at Higher level.
Students should expect questions asking them to:
1. Explain how cultural, ethical, gender and methodological considerations affect the interpretation of behaviour.
2. Describe, compare and evaluate the four topics of the perspectives: development and cultural contexts,
framework, methodologies, applications.
3. Describe and evaluate theories and empirical studies of the perspectives.
4. Identify and explain the strengths and limitations of explanations of behaviour of each perspective.
5. Describe and evaluate theories related to the selected options.
6. Identify, explain and evaluate empirical studies relevant to the selected options.
7. Apply theories and findings of empirical studies to explanations of human behaviour.
8. Analyse and compare issues within the selected options.
Research methodology
9. Demonstrate the acquisition of knowledge and skills required for experimental design, data collection, data
analysis and interpretation.
In addition students studying the course at Higher level will be expected to:
10. Explain and evaluate qualitative methods.
11. Identify and select appropriate qualitative methods relevant to specified investigations.
12. Demonstrate an understanding of the concept and use of triangulation in qualitative research.
Standard level
1. One simple experimental study (1000-1500 words) (Internal Assessment) 20%.
2. Paper 1: Short answer and extended response questions based on the three perspectives (External
Assessment) (2 hours) 50%.
3. Paper 2: extended response questions based on the optional subject area. (External Assessment) (1 hour)
Higher Level
1. One experimental study (1500-2000 words) (Internal Assessment) 20%.
2. Paper 1: Short answer and extended response questions based on the four perspectives (External
Assessment) (2 hours) 30%.
3. Paper 2: extended response questions based on the optional subject areas. (External Assessment) (2 hours)
4. Paper 3: Short answer questions based on Qualitative methods (External Assessment) (1 hour) 20%.
The above noted IB assessments are in addition to the regular assessments and assignments conducted on each
unit throughout the course of the school year.
Religious Studies teaching ensures that the whole person is educated: body, mind and spirit. At all levels students
build up self esteem, a positive attitude to themselves and others, and reflect on the ultimate questions of life.
The status of the subject is the same as a National Curriculum Core subject, as the Education Act of 1988 requires
Religious Studies to be taught to every pupil registered in a school. The students follow the syllabus prepared for
Kent called REact! Schemes of work from this syllabus are used at The Norton Knatchbull School, suitable to the
students’ ages and abilities. All students from Years 10 and 11 undertake a Short Course in Religious Studies GCSE
and are entered for the examination. Some students choose to “top up” this Short Course to a Full Course
qualification by taking some extra lessons during their lunch breaks in Year 11.
In Year 12 Religious Studies is delivered by a whole day conference annually, enabling the students to discuss moral
and religious issues in greater depth with invited speakers who are experts in their field. AS and A2 are offered and
topics in the New Testament, Buddhism and Religious Experience are studied.
From all of the above students will learn to use religious terminology and to understand symbolism. They will know
about religious beliefs and practices and understand how these affect the lives of their followers. Religious belief on
the part of the student is not demanded.
Although the overwhelming majority of students take part in Religious Studies lessons and morning assemblies, the
right of parents to withdraw their child is respected. It is hoped that parents who have reservations about the subject
will discuss their concerns with the Headmaster before withdrawing their child and, in the event of withdrawal, an
alternative scheme of work should be provided by the parent and agreed by the School.
The Science Faculty is housed over three floors in the Main building and the adjoining Mortimore Building. There
are nine dedicated laboratories and four preparation rooms. Within the Faculty there are 13 teaching staff and three
Key Stage3
Throughout all three key stages there is a strong ethos of learning through practical work. The Key Stage 3 scheme
of work reflects this. From September, in line with the new national curriculum, students will follow a version of
the ‘Science Works’ scheme of work which has been adapted so that it is more appropriate for our high ability
cohort. Results at the end of Key Stage 3 are excellent with over two thirds of students gaining level 7.
In Years 7 and 8 students are taught science in mixed ability groups. In Year 9 there is one top set and four mixed
ability sets that are taught individual sciences by subject specialists.
Key Stage 4
Students currently follow the OCR 21st Century Science course. In Year 10 students sit ‘Core Science’ which is
the first GCSE in this suite. In Year 11, sets 2 and 3 go on to sit ‘Additional Science’ and therefore gain two
GCSEs in science. Students in both top sets go on to study separate GCSEs in Biology Chemistry and Physics. All
students are taught by subject specialists and are issued with dedicated text books for their particular course.
Results at the end of Key Stage 4 have, historically, been very good with over half of students gaining at least an
AA grade for Double Science.
Key Stage 5
Science is a popular choice within the sixth form with nearly 100 Year 12 students taking at least one of the
science subjects. Biology, Chemistry and Physics are offered at both AS and A2 level as well as forming part of
the International Baccalaureate programme.
The delivery of material at Key Stage 5 continues the heavy emphasis on practical work. This allows an insight
and understanding of the subject, but also gives students the skills to research and understand situations outside
their direct experience. This means that, whether or not, students choose to continue with science beyond the
realms of school, they are well equipped to demonstrate the skills that they need to cope with employment or
further education in any field.
Sociology has been described as the scientific study of human society through the investigation of the social
behaviour of man. The course begins with an exploration of sociological theory related to practical examples. We
then focus on specific modules, which can include the Mass Media, Education, Family, Work and Leisure,
Religion, World Sociology and Crime and Deviance. Lessons are frequently discussion based with students
encouraged to draw widely from their own experience.
It is expected that students will have gained at least a B grade in the Biology component of their Double Science
GCSE. Due to the practical nature of the coursework components, students should be able to participate in
physical activity as and when required.
At AS level students will study:
The physiological and psychological factors which affect participation, performance and improvement in
sport. e.g. components of health and fitness, cardiovascular system, skill learning, decision making,
conditioning theories, guidance and motivation.
Socio-cultural and historical effects on participation in physical activity and their influence on
performance. e.g. education curriculum, role of Public Schools, National bodies-Sport England,
ethnicity, gender and disability.
At A2 level students will study:
Physiological, biomechanical and psychological factors which optimise performance. e.g. training
regimes, altitude training, energy systems, muscle fibre types, personality, aggression, group dynamics
and leadership.
Factors affecting the nature and development of elite performance. e.g. Modern Olympic games,
sportsmanship vs gamesmanship, performance enhancing drugs, hooliganism.
GCSE P.E. is a 60% practical course. Students must choose four games from at least two of the following areas of
* Invasion Games, e.g. Football, Rugby
* Net/Wall games, e.g. Tennis, Volleyball
* Striking/Fielding/Target Games, e.g. Cricket, Rounders
The course is therefore suitable for good games players who have already proven their aptitude by representing a
school team.
Pupils are internally assessed in the practical part of the course throughout the year. They are then externally
moderated during the practical examination at the end of the course.
The written component (40% of the total course) is split into four sections set out below.
* Health, fitness and the factors affecting performance, including aspects on diet and fitness for physical activities.
* Principles of training includes physiological factors, psychological factors and the acquisition of skill.
* Factors affecting individual performance and participation including changing attitudes, social groupings, leisure
* Social and cultural factors affecting participation. Includes aspects on sponsorship, media influences of local and
national providers.
The following is a list of some of the activities currently offered by the school in the lunch-hour and after school. It
must be emphasised that they may (and frequently do) change depending on the interests of staff and time available.
Many subjects also offer support sessions for examination groups.
Many of the extra-curricular activities are based around the House structure of the school.
Art Club
Christian Union
Community Service
Cricket practice in season
Drama Club
Duke of Edinburgh’s Award
Eco Team
Film Animation
Football training in season
German club – Years 8, 9, 10
German Kaffee & Kuchen – 6th Form
Hockey training in season
Homework Club
House Activities
I.C.T. - Lunchtime
Jazz Band
Junior Singers
Beginners Latin Club
Musical Production/School Play
Role-playing and Gaming Club
Senior Singers
String Orchestra
Swimming (Term 6 only)
Table Tennis
Tennis (Summer Term)
Wind Band
Extra-curricular drama is a major part of school life with theatre trips and regular senior productions usually in
association with other local schools. Sometimes there is a junior school production. Drama also plays a large
part in the annual house competition, again divided between the junior and senior part of the school.
Music plays a considerable rôle in the life of the school with house competitions, concerts and in association
with drama, musicals. Instrumental tuition is given for a wide range of instruments and a large number of
students are learning to play one. School bands have appeared successfully in concerts and competitions locally
and nationally. Concert trips abroad are also a feature of the Music Department’s work.
The School currently has 50 participants in Year 10 working towards their bronze award. Each participant is
required to complete all four sections:
Physical Recreation
The expedition section is often found to be the most enjoyable but also the most grueling. After taking part
in a training weekend, expedition groups are formed. Each group is then responsible for planning their route
for both practice and qualifying expedition weekends, where they will navigate a 15 mile route through the
Visits and trips play an increasingly important part in school life. Visits include Geography field trips to the
Malham, trips to France, Germany and Spain and exchanges to Bad Münstereifel and Asturias. There are other
History tours of the battlefields of the “First World War”, ski trips and cruises to the Mediterranean.
Sixth formers at The Norton Knatchbull School are encouraged to play their part in the local community and to
this end they may choose to take part in a community service programme. Various opportunities for voluntary
work are available, such as assisting in primary schools, doing conservation work, visiting the elderly, working
in a charity shop and sports coaching.
There is a wide variety of extra-curricular sports provision. This takes place during lunch time, after school and
at weekends. These take the form of organised club events such as soccer, hockey, rugby, basketball, weight
training, cricket, swimming, athletics and cross country where practice is organised and directed by members of
staff with assistance from senior students.
There is a regular programme of Saturday and after school sport which involves teams in Years 7 to 10 in
Soccer, Hockey, Rugby, Cross Country and Basketball. Students in the Senior school have the opportunity to
play Kent League Soccer (the School runs a 1st and 2nd XI), a regular Hockey 1st and 2nd XI programme and
Kent League Cricket in the Summer term.
Breakages and losses.
Clothing, e.g. craft aprons.
Items retained by students
e.g. hockey sticks,
instruments, Technology,
Home Economics, Art
equipment etc.
Prescribed for public
examinations or
National Curriculum.
Ingredients, materials.
Optional extras
in school hours
(very limited
Parent on Income
All activities, but contributions must be genuinely
voluntary and all students treated equally, e.g. Art
trips, Theatre visits in school hours.
Visits 50%
outside school
hours inc.
Parent on Income
Public examinations
prescribed or National
Curriculum statutory
duty, e.g. travel costs
for fieldwork.
Examination for which
All costs for nonprescribed activities, e.g.
Ski trips, Cruises, Theatre
visits, plus board and
lodging, e.g. fieldwork,
whether prescribed or not.
1.Resits, e.g. Units
previously taken.
2. Not educationally
desirable to enter, e.g.
coursework not completed,
better to reduce subject
load for pupil, better to sit
AS than A.
3. Re-mark request.
4. Recovery of fees when
pupil absent from exam.
without good cause
(medical certificate).
College Open
If students travel from
If students travel there
from home.
Board and lodging.
TERM DATES 2008/2009
1st September 2008
2nd September 2008
3rd September 2008
24th September 2008
24th October 2008
Students Return to School
Last day of Term
AUTUMN BREAK 27th OCTOBER 2008 – 31st OCTOBER 2008
3rd November 2008
19th December 2007
Students return to school
Last day of term
5th January 2009
13th February 2008
Students return to school
Last day of term
23rd February 2009
3rd April 2009
Students return to school
Last day of term
EASTER HOLIDAYS – 6th April 2009 – 17th APRIL 2009
20th April 2009
24th April 2009
4th May 2009
22nd May 2009
Students return to school
MAY DAY – Students not at school
Last day of term
SPRING BREAK 25th MAY 2009 – 29th May 2009
1st June 2009
17th July 2009
20th July 2009
Students return to school
Last day of term
SUMMER HOLIDAYS 20th JULY 2009 – 31st AUGUST 2009
A holiday form must be obtained and permission for absence in term time sought from the Headmaster (acting
for the Governors). This should be done at least two weeks before the proposed absence and accompanied
by an explanatory letter. However, we strongly discourage families from arranging holidays in term time as
we believe that full attendance is important, not only for that individual but also for the progress of other
members of the class whose progress will, inevitably, be slowed if the teacher has to revise material for the
benefit of a student who has been avoidably absent.
Loss of or damage to students’ property or personal injury is not covered by Local Authority insurance
policies. Parents are strongly advised to obtain cover against these risks on behalf of their son/daughter.
The Association fosters relationships between the School, home and people interested in the well being of
the school community. As well as the social contacts made, the Association has helped the school in many
ways to improve amenities, and most recently to purchase a new minibus.
The Association was founded in 1899. The main object of our Association is to promote interest in the
school and unite Old Ashfordians in the bond of friendship. The Association keeps in close touch with the
school and holds Ashford and London dinners each year as well as fielding teams in a number of sporting
fixtures against the school.
The uniform worn by Years 7-11 is modified for members of the Sixth form. Items of school uniform may
be purchased from Ward & Partners, High Street, Ashford. Details are issued to parents of new students
before entry and a display is made of the uniform at the Summer Open Evening.
YEARS 7-11:
YEARS 12-13
Dark blue blazer with school (or County or International sport
representation) badge.
Dark suit or blazer style jacket or School blazer.
Plain, dark grey or black flannel.
Dark grey, black, dark blue or dark green flannel.
Trousers in other materials, e.g. denim, corduroy - are not permitted.
White or unobtrusive coloured business shirt.
Black or grey is preferred.
Socks in vivid colours are not permitted.
School tie or County/International honours tie.
Sixth form tie or prefects or colours or County/International honours
Black or dark brown leather. Conventional design.
Trainers and heavy boots are not permitted.
In keeping with school uniform and consistent with weather conditions.
Studded jackets, garments with garish or offensive slogans or
any other unconventional wear are not permitted.
Outer garments,
including woolly hats
and scarves
Every boy should provide himself with a bag, clearly marked with his name,
to contain all sports clothing, sports shoes and, if required, apron for practical work.
Plain grey or black V-neck.
Pullover (optional)
Plain grey, blue or black V-neck.
Patterned pullovers, sweatshirts and round neck pullovers are not permitted.
Pullovers can only be worn with a jacket.
All clothing and (wherever possible) other property, should be marked with the owner's name.
The uniform should be clean and in good repair. It will be worn smartly and conventionally. Students who, without good reason, fail to wear the school uniform
correctly may be disciplined. If temporarily unable to wear full school uniform, students must provide a dated letter of explanation from a parent or guardian. Such
letters will normally receive sympathetic consideration. This does not, however, negate the Headmaster or Deputy Head's right to send a student home if he judges
that the reason is unacceptable.
(including earrings, studs
and rings)
Not permitted. It is not acceptable to claim that a stud is
needed to prevent a hole from closing, nor is it acceptable to
cover up studs with a plaster or something similar.
Unobtrusive single ear stud (not earring) permitted . If finger rings
are worn, they should be unobtrusive and easily removable.
Lapel Badges
Unobtrusive only.
Lapel badges are only permitted when specific, individual approval is obtained from the Year Head.
Well kept and tidy.
Examples of styles not permitted: excessively short hair (e.g. “number 1” cut), hair cut into shapes
likely to draw attention, hair dyed an unnatural colour
Baseball caps
These are not normally permitted except in specific defined circumstances.
No large sums of money should be brought to school nor items which are not essential for school life and the loss of which would
cause concern (e.g. personal stereos, games consoles, designer wear etc). However, to assist with pupil safety, Pagers and Mobile
Phones are permitted but with the following provisos:
The school takes no responsibility for them or their loss
They are to be switched off at all times in the school building and outside the school building during a lesson (e.g. PE)
They may not be used by students to communicate between each other on site.
They should be kept secure, preferably in the student’s locker.
Any breach of these rules will result in confiscation until the end of the day or longer for persistent offenders.
Students who need to do so must shave.
YEARS 7 – 11
Games Kit
Dark blue reversible games shirt
- Obtainable from: Wards of Ashford, (Telephone: 01233 620821)
Dark blue football shorts
Dark blue football/rugby socks
Football boots
Shin pads
Gum shield for hockey/rugby.
P.E. Kit
White sports shirt (tennis style)
White P.E. shorts
White P.E. socks
Training shoes (non marking soles)
A separate bag is recommended for carrying kit to and from school,
particularly in bad weather.
Games Kit
As above, minus: reversible games shirt
No P.E. kit required
Staff whom you might need to contact for advice and/or further information:
Mr. R. F. Baker
Mr. G. Banyard
Mr. D. Beale
Mr. P. R. Belcher
Mrs. S. J. Butcher
Mr. C. J. Challis
Mr. D.C. Challoner
Mr. P. W. Curtis
Mrs. A. Daniels
Mrs. S. Farrant
Mr R. Farrell
Mr. D. Frost
Mr. P. Gallantree
Dr. J. F. Gogarty
Mrs. E. Gratzkowski
Dr J. Gowen
Mr. M.J. Gowen
Mr. R.O. Guck
Mr. J. R. Hall
Mrs. A. Howard
Mr. R.C. Hoyte
Mrs P.S. Jeffryes
Mr. A. G. Keech
Mr. R.M. Lord
Mr. S. Marsh
Mrs. S. McCarthy
Mr. G. Millar
Mr. J.R. Mitchell
Mr. M. Perrian
Mrs. J. M. Preece
Dr. K. Myers
Mrs M.L. Smith
Mrs. G.M. Tate
Mr. H. Todea
Mrs. P. Wheatley
Assistant Head (Curriculum and
Timetable), Director of Language College and
IBDP Co-ordinator
Head of Sociology
Head of Drama
Head of English/Film Studies
Headmaster’s P.A and
Clerk to Governing Body
Head of P.E./Games/House Co-ordinator
Head of Physics
Deputy Headmaster
Head of Art
Assistant Head of Sixth Form
Head of Year 11
Head of Year 7
Head of Humanities/Geography
Assistant Head (Standards and
Head of German
Head of Science/Chemistry
Head of ICT
Head of Sports Studies
Head of Expressive Arts/Music
Assistant Head (Pastoral)
Head of Modern Languages/French
Head of Technology
Head of Year 8/Citizenship
Head of Biology
Head of History and Politics/i/c Library
Gifted and Talented Co-ordinator
Head of Mathematics
Head of Sixth Form
Head of Religious Studies
Head of Psychology
Head of Year 9
Head of Year 10
Head of Spanish
Head of Careers, Business Studies and Economics
Mrs. J. R. Humphreys
Vice Chairman:
Mr. R. Fraser
Mrs. S. J. Butcher
LA Governors appointed by Kent
Education Committee:
Mr. R. Fletcher
Mr. S. Bartlett
Mr. R. Fraser
Mr. L. Lawrie
(until 23.7.2012)
(until 28.04.2009)
(until 31.08.2010)
(until 31.08.2010)
Ex-officio Foundation Governors: The Hon. M-J Knatchbull
Rev. C. Preece
Foundation Governors:
Mrs. J. R. Humphreys
Mr. A. J. Small (O.A.)
Mr. J. C. Speller (ex Officio)
Teacher Governors:
Mr. P. Gallantree
(until 27.01.2012)
Non-Teaching Staff Governor:
Mrs. J. Mackenzie
(until 31.01.2011)
Parent Governors:
Mr. R. Corkhill
Dr. R. Menon
Mr. S. Deane
Mr. C. Morley
Mrs. W. Raeside
Mr. P. Hindle
(until 16.06.2009)
(until 20.04.2010)
(until 26.09.2011)
(until 25.09.2011)
(until 01.11.2011)
(until 30.03.2012)
Community Governors:
Ms. N. Bortoli
Mr. M. Anglin
(until 18.01.2009)
(until 20.03.2010)
Local Authority:
Local Area Office:
Kent County Education & Libraries
Mid Kent Office,
Kent County Council,
Bishops Terrace,
Bishops Way,
Maidstone, Kent
ME14 1AF
Kent County Council Education &
Mid Kent Office
Kroner House
Eurogate Business Park
Kent TN24 8XU
(until 31.08.2012)
(until 01.01.2012)
Chairman of Governors and
Clerk to the Governors
The Norton Knatchbull School
Hythe Road
TN24 0QJ
Tel: 01622 671411
Fax: 01622 605163
Tel: 01233 639677
Fax: 01233 898500
Tel: 01233 620045
Fax: 01233 633668