Curriculum
The Abbey School prides itself on its broad, balanced and innovative curriculum for all pupils. With inspiring teachers, the latest facilities and a strong academic tradition which embraces modern ideas, we hope that all of our girls will discover their own passions.
In Upper III (Year 7) girls are taught entirely by subject specialists in their form groups. They are streamed only for French. We have an eight period day, with most lessons in double periods of 1hour 15minutes. Subjects studied by all pupils include English, Mathematics, Biology, Chemistry, Physics, French, Latin, Geography, History, Philosophy of Religion, Art, Drama, DT (Food and Textiles), ICT, Music and PE (including a weekly swimming lesson).
In Lower IV (Year 8), all girls start to study a second modern foreign language – German or Spanish.
In Upper IV (Year 9) girls select 3 out of 6 subjects in an Option block - Latin, Music, Food Technology, Textiles Technology, Art and ICT. Their careers programme is targeted to allow them to make informed decisions for their GCSE Option choices. Curriculum choices at this stage form the basis for a programme of study which progresses through to the wide range of Advanced Level and International Baccalaureate (IB) subjects offered at The Abbey. Mandarin Chinese is available as an extra-curricular club, with the option of GCSE certification after three years.
In Lower and Upper V (Years 10 and 11) most girls currently study for ten GCSEs. The core curriculum consists of English (Language and Literature), Mathematics, at least one Modern Foreign Language, Science (and Additional Science) – still taught by specialists - or three separate sciences and Religious Studies - Philosophy and Ethics (which all pupils are encouraged to take at the end of Year 10). Business Studies, Classical Greek and GCSE Physical Education (as an academic subject) are new subjects which may be started in Lower V.
All girls in the school have sessions on 'Skills for Life' and PE. Click here for details of our GCSE results.
