School Life

Art is a well-established department at Haberdashers’  Adams. If there is a defining aspect of the subject, it is our focus on traditional skills with an emphasis on drawing, coupled with the desire to lead pupils on a personal journey of discovery.

To this end, pupils are given the opportunity to develop work in a wide range of media, from painting and drawing, graphic design and sculpture to digital media and photography. In order to successfully produce artwork of real depth, pupils need to develop the skills necessary to manipulate whatever materials they choose to explore with confidence and intent.

The subject complements other areas of the school curriculum, including Design & Technology and English, with pupils developing a project based on a favourite collection of poetry. Recent work with Year 9 has included a study of technical drawing, feeding in to potential interest in architecture and/or engineering.

Pupils in Year 9 must choose from an option block that includes art, craft and design at GCSE level. Here pupils can focus on a wide range of skills which includes aspects of fine art, photography, graphic design and illustration. During the second half of the two-year course, pupils will develop a completely self-directed project where they will set the agenda.

This gives them the opportunity to show what they can do when given complete control of their own work, something that only the art department offers. Through this process, pupils develop autonomy, the ability to self-motivate and a chance to develop a creative approach to problem-solving through practical application of learned techniques.

In Year 12 pupils have the option to take art in AS level, with the potential to lead on to A level in the latter part of year 12 and leading into year 13, although this will need to be negotiated with the Head of Art. In this time students will be given the opportunity to look at a range of approaches before beginning a Self-Directed Study where they can choose their subject matter, materials and practical approach. Students are encouraged to move from a teacher-led approach to exploring their own interests within the subject, in which the role of the teacher is to facilitate and guide the student towards their own stated goals.

As there is no end of course public exam at AS level in Art, students will finish the course, prior to study leave, in late April/early May.

Please take a look at our online gallery here (link to flickr album), which presents a range of work from across the age range taught.

Head of Department
Mr E Coyle, B.A.

The Biology Department at Haberdashers’ Adams seeks to inspire pupils about the diversity of life on planet Earth and the fundamental processes of biochemistry, genetics and physiology that are at work within all living organisms.

We aim to train pupils as precise but sceptical scientists, who have the confidence to communicate their ideas with eloquence, but also the resilience to achieve their aspirational life goals.

At Key Stage Three, pupils are provided with a grounding in the fundamental topics of cells, respiration and digestion. Practical work is a regular feature of lessons, to both inform understanding and bring the science alive. We start GCSE study in Year 9, and follow the Edexcel specification. Spreading the course over three years allows for a rich blend of theory, practical investigation and assessment, all with the aim of developing each individual’s potential.

At A-level, we follow the OCR A biology specification with the emphasis placed upon developing the understanding, skills and competence of each individual as a potential professional scientist, as they prepare for the next step on their career path. This science is no longer a single discipline but more of a landscape of career opportunities. As biologists, we aim t  inform and engage pupils about the diversity of routes that their interests provide. Empowered, each pupil can then embark upon their journey knowing they are equipped to make a full and active contribution to life in the 21st century.

Head of Department:
Mrs N Fletcher, B.Sc.

Business Studies

In business studies, pupils have the opportunity to study topics in marketing, finance, human resource management and operations management. The subject looks at the practical application of concepts to real-life businesses. It is interesting to realise that one of the largest organisations in the world, Apple plc, does not believe extensive market research is important to them as a business. Steve Jobs in 1985 said, “We built [the Mac] for ourselves. We were the group of people who were going to judge whether it was great or not. We weren’t going to go out and do market research.”

As a department, we not only pride ourselves on delivering the subject content but also on developing the employability skills of our pupils. Year 8 students compete in a Dragons’ Den style competition. Year 9s compete in the House Entrepreneurship competition. GCSE Business Studies opportunities include The Ryman National Challenge and other local council-based initiatives. In the Sixth Form, numerous opportunities include the Haberdashers’ Monmouth Enterprise Initiative, The Young Enterprise and CIPFA Management Game.

Economics

Economics is an ever-changing subject which has relevance to everyone in every aspect of their lives. It looks at the micro economic decisions faced by businesses and households using our finite resources to improve the economic and social welfare of the world population. It also looks at government policy decisions and their implications on employment, economic growth, inflation etc. and how the UK trades with the EU and the rest of the world.

Students learn to understand how economic models can be used to analyse and evaluate economic variables. Students enter the Schroders Economics Prize and we welcome visits from people in industry, including the deputy Governor for the Bank of England (for the MPC). The popularity of this subject has soared since the 2008 financial crisis as most pupils want to find out why the financial crisis happened and what new regulations are in place to prevent another global recession. Many of our pupils have gone on to study the subject at prestigious universities such as Oxbridge, Warwick, Lancaster and Loughborough.

Head of Department:
Mr S Obeng-Asare, B.Ed, M.A, PGCE

“If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generations of creatures, what statement would contain the most information in the fewest words? I believe it is: that all things are made of atoms.”  Richard Feynman.

Chemistry is the central science, lying between Physics and Biology and overlapping with both. The impact of chemistry is global and affects us all. For example, chemists underpin the advancement in technologies that define eras, from the bronze age to the present-day material world of plastics, semi conductors, touch screens, LEDs and graphene.  Chemists are also important for sustaining life. It is estimated that half the world’s population would not be alive today without chemists working out how to increase the yield of ammonia formed from the reaction between hydrogen and nitrogen. Chemists are also at the forefront of producing medicines such as researching new classes of antibiotics. Many chemists are currently researching into the production of fuels and electricity that do not lead to the formation of greenhouse gases. The understanding for all the above starts with knowledge developed in school chemistry lessons. The department seeks to provide pupils with a molecular view of the world to enable an understanding of the material world. As well as writing our own GCSE and A Level revision material to support pupils as the exams approach, we teach beyond the syllabuses in our aim to challenge, inspire and link chemistry to everyday life.

In Year 7, pupils learn about the structure of the atom and how atoms bond with each other by the sharing of electrons and the formation of ions. In Year 8, as well as learning about separation techniques used to purify and identify chemicals, pupils encounter organic chemistry, leading to an understanding of fuels and plastics.

In Year 9 the key chemical language skills (including redox and half equations) are developed through topics on acids and the extraction of metals.  At KS4 the Edexcel GCSE course (1CH0) is followed, which provides an excellent basis for the further study of chemistry and other sciences at A Level. At A-level Chemistry is a very broad subject, encompassing aspects of mathematics, physics and biology and therefore develops and utilizes a wide range of skills and knowledge (the OCR A (H432) course is followed). Students learn about the structure of matter, the theory explaining why atoms react with one another and the environmental impact of chemicals.  Part of the course will also involve practical work including organic synthesis along with the analysis and evaluation of the data collected in experiments.

Head of Department:
Dr M Parker, Ph.D.

Citizenship and PSHE are taught across all year groups at Haberdashers’ Adams; as our students grow, we aim to ensure that this curriculum enables them to understand the world around them and prepare them for the different experiences, opportunities and challenges they may encounter when they take their next steps.

Citizenship

“A high-quality Citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, Citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld.” Students are equipped “with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments… and take their place in society as responsible citizens.” Department for Education (DfE) National Curriculum, Citizenship Programme of Study.

PSHE

A Department for Education (DfE) evidence review highlighted the PSHE’s importance to children and young people’s well-being and knock-on effects on academic achievement, stating that “The evidence shows that personal, social, health and economic (PSHE) education can improve the physical and psychosocial well-being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success”. PSHE Association.

In PSHE, students study range of topics to support their well-being and help guide their decisions as  they grow; topics include e-safety, positive friendships and bullying, dealing with grief and loss, staying healthy, first aid, understanding the impact and risks of drugs and alcohol, building healthy relationships, and financial management in addition to other topics pertinent to different year groups. As part of the PSHE curriculum, Relationships and Sex Education (RSE) is delivered to all year groups in line with the statutory guidance published in 2020.

Head of Politics, Citizenship & PSHE
Mrs Amy Frenzel, B.A, M.A

Classical Civilisation is studied at AS level and covers the ancient Greek world through its literature, art and architecture. Pupils cover Homer’s ‘Odyssey’ in ‘The World of the Hero’. This and the Iliad are one of the oldest texts and celebrate the oral tradition of ancient times. The Odyssey focuses on the homecoming of Odysseus who is fated to suffer an extended homecoming which ventures into the supernatural.

Literature of the 5th century is studied through the iconic Sophocles tragedy ‘Oedipus Rex’ considered by Aristotle to be the perfect tragedy and influences tragedies throughout literature, including Shakespeare.  Alongside this are the less known but just as interesting: Euripides ‘The Bacchae’ and the outrageous comedy ‘The Frogs’ by Aristophanes. Art and architecture are studied in conjunction with the drama.

The texts are studied in translation but we do have a beginners and intermediate Latin club where pupils are given an insight into the language and the Roman world following the Cambridge Latin course.

Head of Department
Mrs J Lloyd, B.A, M.A.

Modern society simply could not function without computers.    The microprocessor, which lies at the heart of every computing system, is found absolutely everywhere, from the PC on your desk to tablets, games consoles, mobile phones, cars and even microwave ovens.  Choosing to study Computer Science will give you the knowledge and understanding of how all of this works.

Computer Science is offered as a subject at both GCSE and A level for pupils who want to explore the creation of the digital technology that has such an impact on the lives of individuals, organisations and society. If you enjoy maths, science and puzzles then this subject could be the right choice for you.

Computer Science will give you a deep insight and understanding into how it all fits together, from the microprocessor to memory, storage, operating systems and network architectures. Computer Science students learn logical reasoning, algorithmic thinking, design and structured problem solving, all concepts and skills that are valuable well beyond the classroom.

Of course, a computer is of no use without the software programs that create the systems we have become so familiar with and reliant on. In Computer Science lessons you will learn how even the most complex software starts with simple common processes, and you will use those to build your own sophisticated programs in the same languages that are used by Google, Youtube and many others.  Languages such as Python, Assembly, HTML and JavaScript.

You will learn how, with the invention of a microscopic switch, the transistor, computers are able to represent numbers, games, the pictures on your phone and the music and videos you stream all without ever being more than a simple combination of 1s and 0s. You will manipulate this binary language in ways that non computer scientists will never understand.

Computer Science is an exciting subject. It is a skill that is in high demand in the workplace. It can be challenging and frustrating in equal amounts. But it is never boring!

Head of Department
Mr R Edwards, B.Sc.

Design and Technology focuses on designing and manufacturing in the modern world. Pupils will look at new and emerging technologies, energy generation and storage, developments in new materials, systems approach to designing, mechanical devices and develop an understanding and appreciation for materials and their working properties.

Students should consider this subject at GCSE if they are: creative; interested and competent at drawing, creative design and ICT; have a good work ethic; are prepared to tackle challenging 2D / 3D Computer Aided Design; enjoy problem solving and product prototyping.

The Specification followed at GCSE is AQA Design and Technology. This requires the pupils to design and manufacture a product, arising from the needs of a client, identified within one of three contexts set by the Examination Board. The NEA represents 50% of the grade. The remaining 50% is allocated to an end of course exam.  The focus of the course is designing and manufacturing in an industrial context. Both the coursework and examination assess this approach to the design and make process.

Head of Department
Mrs S Warwick, B.Sc, M.A.

All pupils study Drama from Year 9. Beginning with a brief history of theatre, pupils move on to develop their performance skills through the study of various performance styles, including mime and melodrama. The pupils will create their own silent movie and ‘devise from stimuli’ a piece on the Miners’ Strike and the Hillborough disaster. Finally, they will complete a live theatre review.

GCSE

The curriculum has a significant emphasis upon pupils creating, developing and performing to an audience. It is essential that pupils are good communicators and can collaborate productively with their peers.  They need to be able to evaluate the strengths and areas for development of their own and others’ work.  They will also be expected to study the work and approaches of significant dramatists and the role of the theatre designer. This will involve reviewing and analysing live professional performances.

We will be following the AQA GCSE Drama course. 40% of the course will be completed by the end of Year 10; this will be the Devising component. 30% of this is accounted for through coursework. Students will work in groups to create their own performances inspired by stimuli. This component includes live performance and the quality of pupils’ self-evaluation in a written format.  Performances will be watched by a live audience; they will also be recorded and then sent for moderation by the exam board.

Pupils will sit a single examination in Year 11 where they will answer questions on their set text (Blood Brothers) and evaluate a live performance. The examination will last 1 hour, 45 minutes and accounts for 40% of the overall marks.

The other 20% is accounted for through live performance of 2 extracts whereby an external examiner visits and marks the students on their use of acting skills.

This qualification will benefit pupils in their ability to communicate confidently and work with others. These skills are essential for the world of work and in enabling pupils to deliver superb interviews and presentations; they will also become assured negotiators and team players.

AS-level

The WJEC Eduqas qualification in Drama and Theatre is an exciting and inspiring course.

Component 1 is worth 60% of their overall grade. Students are given one extract from a text and stage it themselves. Alongside this, they have to complete a creative log. Students are given another extract which they have to reinterpret by applying the techniques and methods of a practitioner/theatre company. Alongside this, they have to submit another creative log, detailing their creative process. Finally, they must complete an evaluation as they reflect on their performance of the second extract.

Component 2 is a written exam focusing on the text ‘Hedda Gabler’ and is worth 40% of their overall grade. The paper covers design elements (e.g. explain the costume design for Hedda in an extract and explain your choices). You then have to explain as a director or a performer how you would stage certain moments.

Students will see two shows during this course as the final question will require them to discuss how they have used elements of the performances that they have seen to create an intended effect in their own production of Hedda Gabler.

Students will develop a range of skills necessary for multiple careers: Problem solving, public speaking, confidence and team work.

Head of Department:
Miss K Slade, B.A.

We are a dedicated team of teachers who are passionate about inspiring our pupils to realise their potential and develop a life long love of literature. Pupils study a wide range of challenging and exciting texts across the Key Stages that enable them to obtain higher order reading skills and develop their capabilities in creative writing. At Key Stage Three, pupils develop and enhance the skills they will need for GCSE success. In addition, the department also provides the bespoke support that individual pupils require so that they can thrive in lessons.

The department is committed to ensuring that our pupils become outstanding communicators. Pupils are encouraged to challenge themselves to take part in presentations, drama performances and group collaborations. Many pupils take part in school productions; public speaking events and writing competitions to showcase their talents. We encourage pupils to voice their own opinions and be empowered to challenge and interrogate the views of others in a robust but respectful manner.

We also aim to ensure that pupils become independent readers who are constantly reading and challenging themselves to explore new and exciting authors as well as classic texts from the past. Each year pupils are able to take part in the national Readathon initiative in order to promote their independent reading skills and support a deserving charity. Pupils will also have the opportunity of taking part in creative writing competitions both within school and nationally.

Pupils study both English Language and English Literature at GCSE level. The department delivers the AQA specifications for both GCSEs. We have tailored our Schemes of Work to ensure that there is a seamless transition between the Key Stages. We frequently organise trips to see excellent theatre productions of the texts we teach. Our expert team of professionals are especially proficient in their ability to tailor and create resources that will stretch and challenge pupils to attain the highest possible grades.

We offer A-level English Literature with the EDEXCEL examination board. Pupils have the opportunity to study a number of classic texts from across the ages including Chaucer and Shakespeare. The department offers pupils specialist study days where they have the opportunity to experience university professionals delivering lectures on specific texts and themes tailored to the course. A number of pupils are inspired to apply for English Literature at some of the country’s leading universities.

Pupils, who study the course, are provided with individual support that is adapted to their needs. They are also expected to carry out extensive research and deliver presentations exploring the themes and contextual influences on the texts themselves. This enables pupils to have authority to lead seminars and meetings in their future lives.

Head of Department:
Mr E Jopling, B.A, M.A.

Learning French is more than just developing the ability to communicate. It enriches lives by increasing cultural awareness and embracing diversity. This is the ethos of the French Department at Haberdashers’ Adams.

We have two members of staff who are  native French speakers. This means the high standard of linguistic ability they bring to lessons is complemented by their first-hand experience of living in French speaking countries. The department is also fortunate to have a Foreign Language Assistant who plays an invaluable role in helping Key Stage Four and Key Stage Five students to develop confidence in conversational French. They also run a lunchtime Language Club where pupils can discover more about life in France in a more relaxed environment and they provide extra support sessions to GCSE and A Level pupils in readiness for their exams.

Pupils in Years 7 and 8 receive two hours of French lessons per week, while pupils in Year 9 continue with 90 minutes per week. Teaching is in mixed ability form groups with appropriate differentiation to ensure all pupils can access the curriculum. The focus in these early years is on grammar and developing the reading, listening, speaking and writing skill set they will require at GCSE.

All pupils are expected to take at least one language to GCSE, with some choosing to study both French and German. The GCSE programme of study is introduced at the start of Year 9 for both languages to ensure there is a smooth transition from Key Stage Three to Key Stage Four.  Sixth Form pupils have the option of taking French at AS Level with the option of extending to A Level. Group sizes are much smaller allowing for intensive language work and discussion, which is key to developing the critical thinking skills central to the programme of study. The courses address contemporary social issues and extend cultural awareness with a film studies tranche. At A Level, pupils are introduced to literature in the foreign language and complete an independent research project about an aspect of France or the French speaking world.

Beyond the classroom the French Department runs successful language and cultural trips to France which are open to all pupils in Years 9 and 10. We are planning a cross curricular trip, in collaboration with the Business Studies and Economics Department, for Years 12 and 13.

The department has a Twitter account and website where our GCSE and A Level pupils can access interactive revision materials, broaden their vocabulary and develop their grammar and linguistic skills.

@HA_FrenchDept

https://sites.google.com/view/adamsfrench/home

We are pleased to share the following videos produced by two of our language students. Many thanks to Lizzy Hicks for explaining why she enjoys studying French A Level and to Ivan Pekar for telling us why it is important to study languages.

Our thanks also to Old Novaportan Alex Young for reaching out to tell us how studying languages at Haberdashers’ Adams and at university has given him many marketable skills as well as opening the door to an exciting career that involves travelling.

Head of Department
Mrs B Halcro, B.A., NPQSL

The German Department at Haberdashers’ Adams School believes language learning goes beyond mere communication skills; it is a gateway to enriching lives by fostering cultural awareness and embracing diversity.

Pupils in Years 7 and 8 receive two hours of German lessons per week, while Year 9 pupils continue with 90 minutes per week. Our mixed-ability teaching groups ensure that all pupils can access the curriculum with appropriate differentiation to meet individual needs. Our focus during these formative years is to enhance cultural awareness and develop essential reading, listening, speaking and writing skills, including a solid foundation in grammar. Our meticulous learning programme in Key Stage 3 provides a solid base for those pupils who choose to continue their German studies at GCSE level. Following their exam success, pupils are encouraged to develop their passion for German by progressing to AS Level and some may go on to complete a full A Level.

The German department is comprised of passionate teaching staff who bring a wealth of knowledge and experience to the classroom. With their German-speaking backgrounds, they possess a high level of linguistic ability along with personal insights gained from their native heritage. Their deep understanding of the associated cultures, histories, and societies enhances the learning experience for our pupils. Our dedicated native German Language Assistant plays a crucial role in helping our GCSE students develop confidence in conversational German. They also contribute to the popular German Club, where pupils can immerse themselves in various aspects of life in Germany in a relaxed and enjoyable environment.

In addition to classroom-based learning, the German Department organises exciting language and cultural trips to Germany. These trips cater to students at different levels and include visits to the beautiful Black Forest in Year 7, biennial trips to vibrant cities such as Berlin and Hamburg for Years 8 and 9, and Cologne and Munich for Key Stage 4 and Key Stage 5 pupils. We also take pride in actively participating in language competitions, where our students consistently achieve remarkable success. During activities week, all Year 8 pupils enjoy participating in an engaging Play-in-A-Day activity, providing them with a relevant language-focused experience.

Join us as we explore the wonders of the German language and unlock a world of new possibilities!

Head of Department
Mrs C Crowe, B.A.

The Earth is a dynamic and exciting planet. Over 4,600 million years it has undergone amazing evolutionary processes. Vast oceans and mountains were formed and destroyed; catastrophic events such as meteorite impacts, volcanic eruptions and earthquakes occurred; global greenhouses and icehouses existed and there were also periods of relative calm. All these events greatly influenced the appearance and extinction of life forms, including modern human.

Geology pupils at Adams follow OCR’s linear A-level course (H414). This specification is more tightly focussed on understanding and application of earth science ideas and concepts, rather than simply factual recall. A combination of dynamic classroom-based activities and stimulating fieldwork based learning will help you develop a varied skill set. This will provide an excellent basis for a wide variety of potential undergraduate degree courses.

Understanding the origin, structure, history and environment of the Earth has fundamental and profound consequences for all inhabitants.

Geology employs physical, chemical, biological and mathematical methods to:

• Investigate geological hazards such as earthquakes, volcanoes and landslides.

• Investigate the geological structure and origin of continents and oceans. Study rocks and minerals as well as the processes that formed them.

• Study fossils to interpret the 4,600 million year history of Earth.

• Discover and develop economic deposits of oil, gas, metals and construction materials, and search for vital underground water supplies.

• Survey and monitor ground conditions on major construction sites.

• Advise on land use and environmental issues.

Geoscientists try to understand the origin, significance and order of these events in order to understand the Earth more fully. Such an understanding is vital if we are to locate, use, and harness the Earth’s resources and face future environmental challenges. Career prospects for graduates with a background in earth science are very promising in terms of both diverse opportunities and potential earnings. Geology graduates are in demand from a number of industries in the UK and overseas, particularly from the oil and gas industry, but also from mining and quarrying, construction, the water industry, engineering and consultancy, technical testing, government, higher education, museums and the finance industry.

Head of Department
Dr P Dolding, B.Sc, M.Sc, Ph.D

Geography is a broad, relevant and exciting subject to study. We are a dynamic, passionate and experienced department who are committed to facilitating the learning of our students, to develop an interest for the subject and its relevance in the wider world.

We want to help pupils to develop a natural curiosity about the world they live in and to give them the skills to explore a range of ideas and issues. Geography graduates are employable due to the wide range of skills they need to develop and we try to reflect this within the school environment. All year groups experience an annual field trip to allow pupils to apply geographical knowledge to case studies in the local and regional area.

In the Sixth Form a week-long residential enables them to further develop the ability to apply and test academic research in specific locations. As part of the OCR Investigative Geography aspect of their A- level, this gives them the opportunity to further explore an aspect of the specification that they are enthused by while simultaneously expanding their ability to manage a large-scale project independently. This all acts as great preparation for university or the world of work.

Lower down the school field work is based on a range of human and physical topics. Within the classroom we are thoroughly enjoying teaching the new specifications at both GCSE and A level providing a mix of both traditional and contemporary geography with up to date and current case studies such as the expansion of Istanbul and the challenges and opportunities it faces as a global city.

At Key Stage 3 we look to stretch pupils early on with GCSE standard material and to encourage them to appreciate both natural and human environments, from local to global scales. Our aim is to not just help pupils to prepare for their external examinations but to help those of all ages understand the big global issues that affect us all such as climate change, urban futures, global hazards and the challenges of resource exploitation and sustainability.

Additional to lessons, pupils from Year 7 to Upper Sixth have ample opportunity to stretch their geographical knowledge and put it to the test through participation in House Geography, the annual Geographical Association’s Worldwide Quiz and attendance to lectures at nearby universities and schools.

Head of Department
Mr O Stokes, B.Sc.

“Man is by nature a political animal.” Aristotle

Very little in our lives is not touched by politics in some way. By the time students leave Adams, the Department hopes to have instilled in them a continuing interest in politics and an enthusiasm to find out more about important issues which will have an impact on their lives – they may even be sufficiently motivated to vote!

Students come to the study of politics relatively late in their school career although they will have been introduced to important concepts earlier through History, RS, Citizenship and PSHE. During their study of Politics, students will have the opportunity to express opinions and challenge the opinions of others through balanced and informed debate. They will come to appreciate the people, institutions and organisations which govern our daily lives and develop their own ideas as to how countries should be governed and the part played in the democratic process by ordinary citizens.

At the very least, students should subscribe to the idea that while we may not agree with people’s opinions, we respect their right to hold those opinions.  The department follows the 9PLO A Level Politics Specification. Students are permitted to choose their own non-core political idea to study, out of a choice of five, thereby allowing them to pursue the concepts which most interest them.  The department runs the William Adams Debating Society, which is steadily building in popularity. House Debating runs annualy with prizes for the best individual speaker and The Corbyn Cup for the most successful house overall.  The department organises a number of external visits and speakers, which include:

• Visits to Westminster and the Supreme Court
• Visits to Manchester and The People’s History Museum
• Visits to New York and Washington DC alongside other humanities departments
• In-person or online talks from representatives of the House of Lords, MPs, Justices of the Supreme Court

Head of Department
Mrs Amy Frenzel, B.A, M.A

History is the study of the past. Pupils who study it enthusiastically and in the spirit of enquiry will gain a sense of their own and others’ identity and develop a tolerant understanding of other cultures and societies. The subject involves study skills such as locating information from sources, analysing and organising this information, constructing logical arguments, substantiating those arguments with evidence and writing coherently. History is a subject that can truly enrich a person’s life, and that is what the department here at Adams aims to do. By incorporating a love of learning with a passion for history, we attempt to shape pupils into well rounded and inquisitive individuals.

In Key Stage Three pupils are introduced to a range of topics that aim to develop their critical thinking and analysis. They study British topics from 1066 and move through to international and depth studies. Some of the key topics studied are: the fight for the throne in 1066, the importance of local history, the English Civil War and why it is important that we learn from events such as the Holocaust.

At GCSE the pupils study the following topics:

• Russia 1894–1945: Tsardom and communism
• Conflict and tension in Asia, 1950–1975
• Britain: Power and the people, c1170 to the present day
• Elizabethan England, c1568–1603

At A Level, the department follows the AQA specification 7042 which enables pupils to emerge themselves in the following topics:

The British Empire, c1857–1967:  This option allows pupils to study in breadth issues of change, continuity, cause and consequence throughout the period of the British Empire.

The Cold War, c1945–1991:  This option provides for the study in depth of the evolving course of international relations during an era of tension between communist and capitalist powers which threatened nuclear Armageddon.

The Quibell Society

The Quibell Society, named after James Quibell who was a noted Egyptologist and Old Novaportan (school alumnus), is the school’s History Society. It was founded by A-level students in 2019 and meets weekly, providing students with the opportunity to enjoy presentations by external speakers.

History at University

A significant number of students go on to study history at some of the top universities. The department runs an Oxbridge mentoring scheme which has been very successful with five recent students currently studying history at either Oxford or Cambridge University.

Head of Department
Mr Matthew Skeate, B.A., M.B.A, M.A History of WWI

The Mathematics Department aims to enable all pupils to enjoy mathematics to the fullest possible extent.

We want pupils to develop both their mathematical and independent study skills and feel challenged; we would also like them to appreciate that mathematics is both interesting in itself and a core part of the modern world, to achieve extremely high standards in external examinations and to want to study mathematics further once they leave the school. Maths is easily the most popular subject in the Sixth Form.

We want pupils to take pride in their work, produce detailed written solutions to problems and understand how important it is to be able to communicate their mathematics to a wider audience. We teach pupils mathematics in a wide variety of different ways to stimulate their interests and so they may develop their abilities to comprehend and construct a variety of forms of mathematical reasoning, including proofs. Maths teachers employ a range of strategies to address the specific needs of both SEN and gifted and talented pupils.

Pupils are encouraged to participate in a wide range of extra curricular mathematically-related activities including mentoring of pupils both at Adams and other schools, national competitions, House Maths, House Chess, team maths competitions and lectures. We regularly have pupils finishing in the top 1% of the nationally run UKMT maths challenge competitions and teams often finish 1st in the Regional Round of the Team Maths competition (thus qualifying for the national finals in London). The department’s schemes of work are based on the National Curriculum and Edexcel’s GCSE linear syllabus in Years 7-11; and on the Edexcel A-level syllabuses for both Mathematics and Further Mathematics in Years 12 and 13. Each maths teaching room is equipped with a data projector and two large whiteboards so we have plenty of space for writing up lots of lovely mathematical equations!  The department also helps mathematics applicants to prepare for STEP examinations. Additionally, the department provides help for pupils taking the MAT or TMUA entrance exams as well as other university entrance tests such as the BMAT.

The department provides students with a well-resourced website at www.adamsmaths.uk where students in KS3+4 can find the maths booklets used in lessons, revision videos for half term assessments and end of year exams. At KS5, we provide tutorial videos that cover the whole breadth of the curriculum at KS5 for maths and further maths, as well as revision worksheets for mini tests and exam papers with fully worked through video solutions – students find these resources incredibly helpful to support their studies during their time at Adams.

Head of Department
Mr S Fletcher, B.Sc.

The philosophy of the Music Department at Adams is to create pathways to achievement through music. Our aim is to provide a broad, high quality and innovative range of music making opportunities for all pupils and members of the wider community by:

• promoting access to quality music education for all pupils and members of the wider community providing strong advocacy for a quality music education for all
• promoting inclusivity through the Key Stage 3 instrumental programme, where all pupils will experience learning a musical instrument
• building a caring, inclusive and nurturing music community strengthen the opportunities offered by the department through the development of strategic partnerships with other educational and artistic groups
• provide staff of the highest calibre to deliver a broad, innovative and high-quality range of musical experiences to develop musicians who are independent, reflective and life-long learners We believe that music should be available to all pupils throughout their time at Adams. Although the school is academically selective, we believe that all our pupils may be enriched by the experience of music, whether in the classroom or within the diverse and extensive range of extra-curricular provision that we offer.  We provide opportunities for pupils to study music to both GCSE and A-level as well as up to grade 8 and diploma levels and beyond, with performing opportunities as soloists and in ensembles. We consider that music provision is a fundamental right for all and that access and opportunity should be available to the highest level.

We offer 200 instrumental and singing lessons each week with our highly qualified team of peripatetic staff. We believe it is essential for all our young musicians to:

• benefit from stimulating association with similarly gifted children and opportunities for practising, performing and developing musicianship in a supportive context;
• grow in self-confidence and develop an appreciation of the obligation to reach out and share their talent with others; and
• achieve levels of musical and academic achievement that will sustain them throughout their lives.

Head of Department
Mr J Wysome, B.Mus.

Psychology

Aspiring psychologists will inevitably have an interest in the motivations behind human behaviour.  Is it our genetics that dictate our life course?  Do we learn how to behave from those who play the biggest part in our socialisation?  How much of human behaviour is still influenced by the survival instincts of our ancestors?  This is, of course, the fundamental basis of A level Psychology.  But when you consider that human behaviour incorporates psychopathy, phobias, mental disorders, attachment and much, much more things suddenly become even more fascinating.

Those wishing to take psychology can look forward to lively debates on topics such as ‘nature vs. nurture’, practical research projects and an insight into some of the most famous psychological theories ever developed.  Academic skills that you will develop include note- taking and the ability to construct a well-balanced essay outlining key sides of an argument.  Critical thinking is also vital in psychology and something you will be encouraged to engage in as we progress through the course.

Sociology  

Sociology is the study of the structures and functions of human society.  It examines our socialisation during our formative years through to the conflict perspectives of society as capitalist or patriarchal. The wide scope of study is just one reason that students are so passionate about this subject once choosing sociology as an A Level option. Specific topics include families and households, education and research methods.  All of these incorporate the key sociological theories, such as postmodernism, and in-depth examination of various societies throughout history.  What has caused social change?  Is everything a social construct?  Is society really beneficial for only certain groups?  These are just some of the important questions we will examine during your year on this course.   Expect to develop your note-taking and essay skills enormously.  Wider reading is also vital in sociology in order to inform your judgements and develop your critical thinking abilities.

Head of Department
Mrs K Wilkinson, B.Sc. M.A.

In the department of physics and astronomy, we believe that knowledge and understanding of concepts are far more important than the ability to simply remember and state facts. We aim to build and develop a pupil’s ability to think and to reason and, in the process, provide a coherent description of the physical world.

Physics is taught as a separate subject from Year 7 through to the Sixth Form by specialist teachers. We teach well beyond the National Curriculum to provide a broad and fascinating view of the universe, one that links the theory, via the language of mathematics and logic, to their everyday experience of the world. We currently follow the AQA syllabuses for both GCSE and A-level.

We also offer a GCSE in astronomy as an extra-curricular enrichment activity for our most gifted and talented pupils who have an interest in this most exciting field. In 2025 we launced a YouTube channel dedicated to delivering content on space and astronomy: @Haberdashersadamsastronomy

For our Sixth Form pupils, we are now running an annual trip to the Particle Physics laboratory of CERN in Geneva, Switzerland. Concepts are introduced in a logical sequence and the links between them are explored through problem-solving and in increasing detail as they move through the key stages. Our broader syllabus means that we can show how ideas fit together and explore how physics principles come into play in a multitude of ways in their lives. There is a very strong hands- on component. Most lessons will involve a demonstration or a practical to develop experimental skills, attention to detail and the linking of concepts to the real world. We have kept up to date with modern developments, and have invested over recent years in data- logging equipment to enable our pupils to learn the hi tech skills which will be expected both at university and in the world of employment if they embark on a career in STEM.

We are not afraid to introduce complex ideas even at an early  stage as the joy of discovery and the insight gained prepares the path for the following years. The aim is to stretch our pupils. While this approach is more challenging, the journey is extremely worthwhile for all involved. A confident grasp of the inner workings of the universe, combined with a strong reasoning ability, is the legacy that we wish to leave to our pupils.

Head of Department
Dr J Steel, B.Sc, Ph.D.

Pupils from Years 7-11 participate in an hour of PE which could include (netball, basketball, badminton, table tennis, gymnastics, volleyball) and 2 hours of Games on the sports pitches of Longford Hall (a mile away) which could include rugby, cross country, football, netball or hockey in the winter and cricket, rounders or athletics in the summer. Sixth Form continue with Games on a Wednesday afternoon.

Physical education and Sport serves school life at several levels:
• as a core subject in the National Curriculum
• as a subject in the whole school curriculum
• as an academic subject at GCSE and A-level
• as a contribution to the ‘extended curriculum’ – the clubs which are open to all pupils to join during lunch and after school
• as a school representative activity – school sports teams
• as part of a schools contribution to community, educational, recreational and cultural life.

All these levels are important both to pupils and to the school as a whole, and play a major role in building the ‘foundation’ experience on which future involvement in physical activity, sport and recreation is based, whether as an official, coach, participant, performer or elite sports-player.

Heads of Department
Mr E Thomas BA.Sc  – Head of P.E. & Sport

Religious Studies (RS) teaches and encourages students to be curious and reflect on a wide range of complex and fundamental questions about the mysteries and complexities of life which humans have asked for centuries. These include what makes a human? How was the universe created? Does God exist? Why is there suffering in the world? What happens when we die?

RS provides the opportunity for pupils to debate and explore some of these most profound and fascinating questions which continue to perplex people today. RS at Adams is a rigorous academic subject, and pupils are encouraged not only to understand the key religious beliefs and practices of the six world religions, but also to critically reflect, evaluate and analyse the impact which these beliefs may have on a person’s life and society as a whole.

It is our aim that the study of RS will also contribute to the broader education of the pupil through their growing understanding of other cultures and faiths, helping them to reflect on their own beliefs and views on the world. We hope that studying RS will give pupils a more informed view of the world and help them to better understand current affairs involving religion. RS should encourage and provoke pupils to reflect; they are required to set aside and challenge preconceptions and assumptions, and treat all topics and issues in a rigorously academic and detached manner.

Pupils are taught the skills to enable them to think carefully and critically about complex theological and philosophical concepts, evaluating both sides of the argument to reach balanced and informed conclusions which are fully supported with appropriate evidence and examples; skills which are essential to their future lives after Adams. Throughout their time at Adams, pupils are taught about the importance and need to respect other people’s beliefs and ideas, which is encouraged by visiting the places of worship of the six world religions to consolidate their understanding of each faith.

During Key Stage Three, all pupils study the beliefs, practices and history of the six major world religions. RS is an option choice at GCSE where pupils study the AQA RS specification, focusing on the study of Christianity and Islam along with a wide range of philosophical and ethical themes including the existence of the universe, life after death, euthanasia, abortion, and crime and punishment.  If they choose to continue with RS at A- level, they will study the OCR RS specification which focuses on Philosophy of Religion, Ethics and Development of Christian Thought.

Head of Department
Miss N Williams, B.A, M.A.