Senior School Subjects

Our experienced and passionate art teachers are dedicated to cultivating creativity in every pupil. We provide a stimulating environment where students are encouraged to think outside the box, explore diverse artistic mediums, and develop their unique artistic voice.

The art department is housed in two beautiful, light and well-equipped studios. There are three etching presses, screen-printing facilities, Adobe suit and an A1 plan graphics printer. A purpose-built gallery hosts various exhibitions during the academic year.

Alongside fostering creativity, we emphasise the development of technical skills. Pupils will learn various art techniques, ranging from drawing and painting to 3D and digital art. Through guided practice and constructive feedback, they will refine their skills and gain confidence in their artistic abilities.

The art department recognises the achievements of individual pupils in the Third Form through to the Upper Sixth through the award of the title “Artist of the Moment” in the weekly school newsletter. The feature allows us to celebrate pupils’ artistic merit and creative flair with the wider school community. The work selected for the title certainly highlights the breadth of disciplines explored in the art department and the exciting range of outcomes produced.

Art has the power to shape character. Through artistic expression, pupils develop qualities such as perseverance, resilience, self-discipline, and empathy. Our course integrates character education principles, fostering traits that will not only enhance their artistic journey but also equip them for success in all aspects of life.

Third Form to Lower Fifth (Years 7 – 9)

In the lower School, pupils study art in a carousel with design technology, which means they spend half the academic year in each subject area. Class sizes are 12 pupils on average, allowing everyone to pursue ambitious large-scale projects.
The main aim in the lower school is to give pupils access to a wide and exciting range of materials and techniques. Throughout the three-year period, pupils are introduced to drawing, digital media, printmaking and sculptural tasks that increase in complexity in terms of both materials and concepts. Even at a young age, pupils are encouraged to make connections between their own work and that of other artists and designers, both traditional and contemporary.

GCSE

The aim of the GCSE art and design course is to give pupils a broad experience of art and design. In the Middle Fifth (Year 10), pupils undertake a series of directed tasks which help to develop both their technical skills and contextual understanding. They pursue their own personal lines of enquiry as the course progresses. They are required to document the development of their ideas in sketchbooks. The course encourages pupils to experiment with a wide range of techniques and processes, and to refine their approach before embarking on more resolved and ambitious practical outcomes.

The art department runs several trips throughout the academic year for GCSE pupils to enable them to gather additional first-hand contextual materials. Previous destinations have included day excursions to galleries in both London and Bristol, residential trips to St Ives, and visits to the sculpture trail on the Exeter University campus.

Exam board: AQA

Subject: GCSE Art and Design – Art, Craft and Design

Beyond the curriculum

There is an “open studio” policy in the art department which means that pupils can continue with their coursework projects under staff supervision during break times, lunchtimes, and after school.

The gallery in the art department hosts several exhibitions throughout the academic year, displaying artwork by pupils, staff, and alumni. The summer art show, held each June, celebrates the work produced throughout the academic year and showcases the creative achievements of pupils from the Third Form through to the Upper Sixth. It is usually attended by over 200 guests.

Each autumn, the art department encourages the whole school community to participate in The Big Draw, the national campaign for drawing. The activities vary each year to reflect the national theme and their purpose is to eliminate the fear of drawing and encourage collaboration on a large scale.

Biology is constantly advancing and almost every day, we hear about a breakthrough in the news, whether it be related to health and medicine, environmental challenges, or agriculture. Biology is relevant to us all.

Biology equips us to make more informed decisions about our own health and lifestyle, as well as the way we interact with the world around us.

An understanding of DNA, genetics, and the principles of gene manipulation will enable pupils to join and perhaps lead the debate on future technologies.

The subject also enables us to assess the impact that organisms, including humans, have on each other and their environments. By understanding the ways in which molecules interact, we can appreciate the complex biochemistry and physiology that underpin the survival and success of organisms in their environments.

The biology department boasts fully equipped laboratories, serviced by highly skilled technicians. The most advanced data-logging apparatus, along with modern microscopes, some of which are dedicated sixth form microscopes, allow us to explore the subject in detail. We are also very proud of our dedicated conservation area, with its own pond and outdoor learning space.

Character education lies at the heart of our teaching philosophy. We strive to instil in our pupils a sense of curiosity, resilience, and integrity, fostering qualities that will serve them well beyond the classroom. By combining the study of biology with character development, we aim to create well-rounded individuals who possess the skills and values necessary to make a positive impact in the world.

Third Form to Lower Fifth (Years 7 – 9)

Practical work is at the heart of much of what we do; it helps to bring biology alive and make sense of abstract concepts. Each week, lessons are guided by some form of hands-on activity or investigation. A love of the subject is fostered through a balance of independent and collaborative project work and presentations. We also make use of our conservation area to study ecology. At the end of the year, Third Form pupils collaborate as investigators in the popular and fun forensics project. Lower school science covers all the key principles of the subject necessary to provide a solid grounding for GCSE.

In the Lower Fifth (Year 9), pupils begin the IGCSE course in all sciences. As part of the circulation topic, Lower Fifth pupils have the opportunity to dissect animal hearts.

GCSE

Biology GCSE looks at the nature and variety of living organisms, along with their structure and functions. Other areas of study include reproduction and inheritance, ecology and the environment, and the use of biological resources. Although practical skills are not assessed, practical work is integral to support the theory, and pupils learn important techniques to equip them for their GCSE exams. Every year many of GCSE pupils take on the Royal Society of Biology Challenge with great success.

Exam board: Edexcel

Subject: IGCSE Biology or IGSCE Science (Double Award)

Beyond the curriculum

Lower school STEM club continues to thrive, inspiring an early love for the subject which takes pupils through the school. Third Form pupils are given the opportunity to investigate biological problems that they would not normally get the chance to do in lessons.

Animal Encounters visit during Science Week with talks for Third Form pupils on a menagerie of amazing animals that pupils get the opportunity to handle. This is such a popular event that we provide an opportunity for all pupils and staff to ‘meet and greet’ the animals in the lunchtime slot.

Fourth Form pupils enjoy the Digestion Dome, an inflatable space through which pupils crawl, allowing them to witness the wonders of the digestive system. There is an opportunity for Lower Fifth to attend a fun, investigative “CSI” workshop in the labs at Exeter University.

A poster competition to coincide with Science Week challenges our Lower School pupils to explore and present their take on a biological theme.

The Middle Fifth benefit from a biology challenge run by Royal Society of Biology and GCSE Science Live talks.
Towards the end of the year, our annual photography competition (mirroring the RSB’s national competition) is open to all. We are always delighted by the quality of the entries and the beautiful images of nature that our pupils capture.

Chemistry is an engaging and academically rigorous subject that challenges pupils to look closely at the world. The behaviour of tiny invisible particles affects everything around us. Every physical interaction involves a chemical reaction. The materials we use and the processes in our bodies; what we see, hear, smell, taste, and touch – they are all the result of chemistry. As such, mastering this subject is a gateway to understanding the world. Studying chemistry requires pupils to use many different skills: besides a detailed understanding of the chemical world around us, they are expected to develop broader skills that can, in the future, be applied in a wide variety of professions. These include analytical skills and computational skills, practical chemistry techniques, mathematical expertise, the ability to work both independently and collaboratively, time-management (including planning and meeting deadlines) and a healthy dose of common sense. The department is situated on the top floor of the science block and has four generously sized, fully equipped laboratories. Two very experienced chemistry technicians support the experimental work conducted within the department, with a chief technician coordinating the needs across the science department.

Third Form to Lower Fifth (Years 7 – 9)

When pupils start studying chemistry in the Third Form, they find a fast-paced course filled with practical exercises, fundamental concepts and material that stretch and challenge them, whatever their ability. This philosophy is maintained throughout chemistry lessons delivered in the lower school. Practical skills and techniques, as well as experimentation and investigation either individually or as part of a group, form the nucleus of each lesson, supported with lively and engaging interactions. In the Lower Fifth (Year 9), pupils begin the IGCSE course in all sciences.

GCSE

Pupils learn the three key principles of chemistry: organic, organic, and physical chemistry.

Exam board: Edexcel

Subject: IGCSE Chemistry or IGSCE Science (Double Award)

Beyond the curriculum

A variety of different trips are organised for pupils, including university laboratory sessions, lecture demonstrations and conferences. Additionally, pupils regularly enter several chemistry competitions held at local universities.

The chemistry department works very closely with the physics and biology departments as part of science, running the ever-popular lower school science club.

Classics turns pupils into time travellers, allowing them to discover and better appreciate cultures that have left an indelible mark on the world around us. The Greeks and Romans have undoubtedly shaped the way we feel, think, and express ourselves today.

Pupils who like puzzles love the Latin language. Unlocking this wonderful language opens a fascinating world of stories and ideas. It is a skill that informs language learning elsewhere, whilst deepening our understanding of the English language.
Classical civilisation hones essential and transferable skills such as critical thinking, clear written expression, constructing an argument, and promoting one’s point of view.

Throughout the course, we emphasise the importance of character education by focusing on key virtues such as integrity, empathy, resilience, and critical thinking. By delving into the stories of iconic figures pupils discover the intricate interplay between personal character and societal impact. They learn to analyse and reflect upon the choices made by these historical figures, extracting valuable lessons that can be applied to their own lives.

Dedicated teaching rooms, an excellent selection of films and documentaries, Roman and Greek shields and helmets, writing tablets, historical novels and other literature for pupils to borrow all bring the language and culture to life.

Third Form to Lower Fifth (Years 7 – 9)

A varied mix of culture and the Latin language ensures an exciting and varied classical studies course. Our aim is to introduce a variety of topics of the ancient world through cultural studies and reading simple stories in Latin. The language is taught in context through culture, rather than on its own.

Pupils in Third Form all take classical studies, which follows the Cambridge Latin course, plus the department’s own material. Topics such as daily life in Pompeii, Roman dinner parties, slaves, and Roman theatre all bring the subject to life. Pupils write Roman comedies, producing amongst other things theatre masks. By the end of a very busy year, they will have covered all the basics of the Latin language.

Fourth Form pupils can choose classical studies as one of their Fourth Form options alongside a modern foreign language. They will continue to learn the basics of Latin language through reading engaging stories which illuminate the culture.
Taking in the guts and glory of gladiators, the destruction of Pompeii, and Boudicca’s revolt against the invading Romans, classical studies isn’t for the faint-hearted.

In Lower Fifth, pupils become more intimately acquainted with the most famous literary works of the ancient world – Homer’s Odyssey and Iliad, and Virgil’s Aeneid. Simplified stories from these works in Latin allow pupils to read and discover how they influenced art, film, and the modern world. By the end of the year, pupils will have tackled more difficult Latin to prepare them for the GCSE course.

GSCE Latin

Pupils can choose to study either Latin or classical civilisation at GCSE. GCSE Latin is very accessible with its focus solely on language work with pupils preparing for translation and comprehension work. They also study a theme from a range of literary and cultural perspectives. A topic such as ‘A day at the races’ would consider what the race course looked like, who competed, who spectated. Sources would include pictures, mosaics, and contemporary stories. The course is rounded off with an in-depth appreciation of a work of Roman literature. Ovid’s story of Echo and Narcissus is always popular.

Exam board: Eduqas

Course name: Latin

GSCE classical civilisation

In GCSE classical civilisation pupils cover two areas of interest – myth and religion and war and warfare. A varied mix of visual sources, ancient texts (in translation) and material sources bring the past to life. There is no language element. The course provides an excellent opportunity for pupils to learn about the ancient world, while developing invaluable skills such as critical thinking and analysing sources.

Exam board: OCR

Course name: Classical Civilisation

Beyond the curriculum

The classics society is open to all year groups. They debate a variety of topics from ‘What makes a monster?’ to ‘Can Greek philosophy make you happy?’. The department also invites guest speakers such as author Ben Kane, for example, who gave an illuminating talk on the Roman army. The department visits the theatre whenever possible. Visits to Medea, The Odyssey and Antigone in recent years have been a huge success. Teaming up with the geography department, the department takes groups to the Bay of Naples (Pompeii and Herculaneum) and Sicily. Trips to Rome and Athens are also organised, alternating the destination biennially.

There is so much more to computer science than coding. Computer science is a dynamic and rapidly evolving field that powers innovation and drives technological advancements. It offers a range of exciting career opportunities, from software development and artificial intelligence to cybersecurity and data science. As technology continues to shape our world, the demand for skilled computer scientists is consistently high.

Computer science equips you with a versatile skill set that can be applied across various subjects. It encompasses problem-solving, critical thinking, algorithmic reasoning, and logical reasoning, which are highly transferable skills.

Computer science also provides a platform for innovation and creativity. It empowers the creation of new software, applications, algorithms, and systems that can solve real-world problems, streamline processes, and improve efficiency. Whether you’re interested in developing cutting-edge technologies or applying technology to create social impact, computer science offers ample opportunities to explore your ideas.

In addition to personal computers, we also have Micro:bits, Arduinos and Raspberry Pi microcomputers. A museum of vintage computers, peripherals and components allows pupils to gain a hands-on understanding of how computers work.

Third Form to Lower Fifth (Years 7 – 9)

We recognise that our pupils join us with differing experience of computer science, so our lessons are designed so that no prior knowledge is necessary and plenty of extension work is available. As with other sciences, lessons are a balance of theory and practical work. At Key Stage 3, pupils develop programming skills alongside theory work, providing a solid grounding in all the essential elements of the subject such as digital literacy and ICT.

We teach text-based programming in every year group, with pupils working in pairs and independently. We believe in allowing lots of opportunities for creative work in programming. Pupils explore physical computing through the use of Micro:bits and Arduinos.

The Fourth Form course is jointly delivered with electronics, culminating in building and programming a small, hand-held games console.

GCSE

Computer science at GCSE covers a diverse selection of classic topics, whilst providing an excellent introduction to the academic study of computer science.

The theory side of the course covers five key topics. Computational thinking looks at flowcharts, trace tables, logic gates and standard algorithms. Data looks at the use of binary to represent numbers, text, images, and sound files. The section on computers looks at the hardware and software components that make up a computer system. Networks looks at the key principles behind the organisation of computer networks such as protocols, topologies, and security. The final topic considers the influence and impact of digital technology on wider society, including an introduction to cyber security.

The programming side of the course is taught by working with Python 3 in an integrated development environment. Programming constructs covered include variables, loops, selection, arrays, records, subroutines and saving to files. You will learn to evaluate and improve an existing program and to convert a flowchart into a program. As well as learning Python syntax, they will be developing strategies for writing and testing programs which implement a solution to a problem.

Exam board: Edexcel

Course name: GCSE Computer Science

Beyond the curriculum

Computing club allows pupils of all ages to explore programming further. Cipher club allows pupils to learn about encryption and code-breaking. They take part in the National Cipher Challenge and the Alan Turing Cryptography Competition. Outside speakers are invited to talk to older pupils about careers related to computer science.

In addition, pupils participate in trips such as the “Girls into STEM” and “Faraday Challenge” events. Pupils participate in Cyber Discovery, learning about cyber security whilst testing their skills in a national competition. The school enters teams into Perse Coding Team Challenge and Bebras challenge.

Design technology fosters many complementary skills: project and self-management; knowledge and application of materials, methods and components; and innovation within open or fixed briefs.

Blending traditional skills with modern technologies and rapid prototyping, we inspire pupils to create innovative solutions. Pupils with interests in design, creativity, engineering and science can combine their passions in this subject.
The department has an enviable range of both traditional and up-to-date technology, from lathes and mills to 3D printers and laser cutters. Equipment is situated across two workshops supported by a computer suite and a computer-aided manufacture room featuring 3D printers, a laser cutter and CNC mill.

Third Form to Lower Fifth (Years 7 – 9)

Using a wide range of tools, processes, and machinery, including computer-aided design and computer-aided manufacture, pupils enjoy a variety of projects and learn an array of methods and techniques to establish a broad skills base. There is a sharp focus on production methods that improve speed, accuracy, and consistency.

GCSE

At GCSE pupils focus on resistant material. In the first year of the course, skills in design and innovative problem solving, knowledge of materials, construction techniques, industrial practices, and systems and control are all developed. A range of practical tasks in wood, metal and plastic, along with the development of pupils’ graphical skills are completed. Modern skills of 3D computer-aided design (CAD) modelling using Autodesk Fusion 360 are taught, with designs output to Robox 3D printers and 40w A2 laser cutter. Machining skills, including use of lathes and mills, are practised in depth.

The coursework piece encourages pupils to play to their strengths and pursue their own interests in order to design and make a product of their choice. This might be a piece of jewellery, sports equipment, furniture, stereo, or an engineering device. The coursework submission includes a portfolio to record the research, design, development, modelling and manufacture of a prototype, and an evaluation report.

Exam board: CAIE

Course name: GCSE Design Technology: Resistant Materials

Beyond the curriculum

The department offers modelling club where students are encouraged to bring in, or make models in Airfix, Meccano and advanced Lego Technic.

In addition, every year the design and technology department join forces with the art department to host an exhibition of GCSE and A Level design work. Pupils combine traditional skills with laser cutting and 3D printing with impressive results. Products range from lamps and wall-mounted storage to an automated cat feeder and a radio-controlled hydro foiling model yacht.

Drama has a leading role to play in the overall growth and development of pupils. It encourages them to reflect on their own thoughts, feelings and attitudes, and those of others around them.

Through the consideration of social and cultural commentary, this challenging subject helps prepare young people for life by replicating life. It helps cultivate knowledge, skills, habits, attitudes and beliefs that are increasingly essential in an ever-changing world. Drama inculcates resilience, experimentation, creativity, and analytical thinking, ingredients integral to personal health, happiness and success.

In a world where the art of face-to-face communication is a declining skill, Drama is increasingly valued by employers. The creative industry is the fastest-growing sector of the UK economy, one in which we lead the world as the third largest cultural exporter.

Exeter school has an excellent, fully equipped black box theatre, seating 150, which is supported by a substantial costume department. The main school hall is a wonderfully versatile performance space with a traditional proscenium arch stage. Plays can be staged end on, in the round, with a thrust, and in traverse.

Third Form to Lower Fifth (Years 7 – 9)

The Third Form have one lesson of drama a week on a rotational basis, before eventually having the opportunity to opt to take it as an academic subject at GCSE. LAMDA is also available as an extracurricular activity.

GCSE

GCSE drama offers a mix of practical endeavour and rigorous academic study. The course promotes creativity and imagination, analytical and critical thinking, personal growth, self-confidence, teamwork, and the development of communication skills. Pupils study a wide variety of forms, styles and genres, as well as looking at the historical, social and political context of drama.

The assessment comprises three components. Firstly, devising theatre allows pupils to choose to participate as a performer or display a technical skill such as lighting, sound, or costume. Working within the ideas of a theatre practitioner or a particular genre of theatre, pupils create their performance piece using a stimulus provided by the exam board. They will also produce a portfolio of supporting evidence to go alongside their performances, as well as writing a post-production evaluation of their achievements.

Secondly, pupils will study extracts from an existing play script and perform from two extracts.

Thirdly, a written examination will assess the pupils’ ability to analyse one set text as an actor, designer and director, as well as answer a question requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
To deepen and enrich their appreciation of drama, pupils are required to attend a number of school trips. We are well served in the South West, with Exeter’s Northcott, the Bristol Old Vic, and the Theatre Royal Plymouth complemented by a vibrant scene of smaller companies.

Exam board: Eduqas

Subject: GCSE Drama

Beyond the curriculum

We strive to ensure all talents, interests and ages are catered for, both in productions and lunchtime clubs.

The senior school play operates on a three-year rotation (Shakespeare, straight play, musical), embracing a variety of styles, genres and challenges. The lower school play (Third Form and Fourth Form, Years 7 and 8) is performed in the summer term in the main school hall and offers a very exciting opportunity for pupils to get on stage and show their talents. For Lower Fifth and Middle Fifth (Years 9 and 10) pupils we have house drama.

In junior drama club pupils perform small scenes from a wide range of plays, as well as getting a feel for mask work, and physical or musical theatre.

The drama department also runs theatre trips throughout the year. Pupils are exposed to a variety of theatre to help inspire and challenge them. We go to The Northcott, The Theatre Royal in Plymouth, The Bristol Old Vic, and The Tobacco Factory (Bristol), with occasional trips to London theatres or Shakespeare’s Globe.

Pupils have the opportunity to audition for The National Youth Theatre (NYT) each year where we have great success, with 8 pupils gaining entry in 2023. The NYT is one of the most prestigious youth drama programmes in the country so to have so many pupil successfully gaining entry is huge testament to the drama department.

Imagine for a moment a world without electronics. You wouldn’t be reading the words in front of you now. Imagine a world without your phone, your personal computer or other portable devices. The subject rewards the naturally curious and those who demand to know: “What makes this work?” Being both practical and academically challenging, the subject provides an excellent link between science and engineering.

Fourth Form (Year 8)

Electronics is taught in a carousel with computer science. Emphasis is placed on practical hands-on learning, where pupils are encouraged to make mistakes and learn by doing. There is a high level of challenge. Pupils develop the skills required to build circuits on breadboard and solder onto printed circuit boards (PCBs).

Beyond the curriculum

Third Formers enjoy electronics club; Fourth Formers and above attend robotics club.

Effective communication is at the heart of everyday life. The English department’s overarching aim is to equip pupils with a mastery of the essential reading and writing skills required in both academic and working life. Pupils are exposed to a range of genres, with a sharp focus on precision and attention to detail.

We aim to inculcate a lifelong love of the possibilities of language and literature. Learning to read and write with authority means learning to think. Lessons invariably lead to fascinating discussions on the wider themes and contexts which underpin the literary texts. We are always looking to encourage pupils to journey beyond the syllabus.

Third Form to Lower Fifth (Years 7 – 9)

An integrated curriculum promotes the logical and sequenced development of key reading and writing skills. A carefully calibrated reading framework strikes the balance between pupil choice and the need to stretch pupils by encouraging them to read challenging and diverse texts. Grammatical structures are taught in an integrated way so that grammar is always in the service of clear and purposeful written communication.

GCSE – English literature and English Language

While language and literature are discrete qualifications, many of the skills practised within them are applicable to both subjects and the two are taught alongside one another.

In literature, you will follow the AQA GCSE curriculum. This rigorously formulated home board qualification requires the reading of a range of stimulating and challenging texts (including Shakespeare) and really enables you to become a sharp thinker and an able argumentative writer.

The Edexcel IGCSE language specification teaches you functional skills with real-world applications where the abilities to decipher unseen texts; write analytically; make comparisons and write transactionally are all assessed.

Exam board: AQA/Edexcel

Subject: GCSE English literature/English language

Beyond the curriculum

The English department offers a range of extra-curricular activities. The creative writing club caters for the lower school, whilst younger readers follow the Carnegie Medal Shadowing scheme. The Middle and Upper Fifth (Years 10 and 11) attend a reading group.

“It seems to me that the natural world is the greatest source of excitement, the greatest source of visual beauty, the greatest source of intellectual interest. It is the greatest source of so much in life that makes life worth living.”

David Attenborough

Every interaction we as humans have with the physical world opens up a geographical discussion. The ability to think geographically is a key skill for young people to develop in preparation for later life. Either within a geographical context or not, it is imperative that those citizens of the future grow up to be globally aware and responsible.

Geography at Exeter School covers a broad and exciting curriculum of human and physical geography based in contemporary issues and events. Through a variety of engaging teaching methods and student-led enquiry, pupils are equipped with a range of useful skills, knowledge and understanding that allow them to appreciate the issues that face humanity and interact with the environment in a sustainable way.

Third Form to Lower Fifth (Years 7 – 9)

Topics are chosen to instil a long-term interest in geography, whilst providing the foundations for future study. Pupils respond to topics that are set in current affairs from the local scale to the global, and these provide a foundation in the concepts and processes that shape our world.

Why is the Jurassic Coast such a significant physical landscape? Why does Exeter exist as a city? How can we lead a more sustainable lifestyle? What is the significance and legacy of Antarctic explorers? How can the impacts of tropical storms be effectively managed? What is the issue of plastic pollution? Through a variety of independent and group work, research and debate, fieldwork, role-play, model-making and presentations, we work together to answer these questions.

GCSE

GCSE geography looks at both the physical landscapes and processes on our planet, and the human land uses and activities which have developed. The specification offers an exciting and relevant course, with fresh perspectives on a wide range of updated topics, such as sustainability, globalisation and a changing climate. The course allows you to investigate the real-world issues faced with contemporary examples, as well as looking at ways to manage problems. You are encouraged to understand their role in society, by considering different viewpoints, values, and attitudes.

Exam board: AQA

Subject: GCSE Geography

Beyond the curriculum

Geography at Exeter School is not just about classroom learning, but about experiences and placing the learning in context. In the Third Form, pupils visit the Jurassic Coast and conduct fieldwork in the local area of St Leonard’s. Fourth Form pupils gain a hands-on insight into what it takes to be an Antarctic explorer with a talk in spring and a visit to Paignton Zoo in the summer to explore the adaptations of plants and animals from different environments. The Lower Fifth conduct a range of fieldwork activities at Axe Valley Wetlands, which enriches their investigation skills in hydrology, microclimates, and wetland management.

At GCSE pupils undertake two fieldwork investigations: firstly, a trip in the autumn to Dawlish Warren explores the impacts of coastal erosion on human activities and the management that this requires; secondly, in the spring pupils travel to Bristol to examine urban regeneration at Bristol Docks and issues surrounding traffic management.

The Lower Fifth and the Middle Fifth have the opportunity to visit Saas Grund in Switzerland, where they learn about mountain hazards, glaciation, hydroelectric power and tourism. The sixth form embark on a number of ambitious expeditions, including Sorrento and Sicily in Italy, Interlaken in Switzerland, and Iceland, which seek to extend and enrich their learning beyond the confines of the syllabus.

History is impossible to ignore, it’s all around us. A close and thoughtful reading of history makes sense of the past and illuminates our understanding of the present. When present times seem so fractured, an insight into the patterns of history may lead us into a more enlightened future.

“Whilst encouraging inquisitiveness and evaluation, historical enquiry also enhances literacy and critical thinking.”

Third Form to Lower Fifth (Years 7 – 9)

Lower school history is all about engaging with the past and finding fun ways to bring history to life. It’s easy to miss the past on your doorstep. To that end, we take pupils on the Exeter Medieval Walk every year. We also travel back to the Medieval World, the Renaissance, the Reformation, the Tudors and the Stuarts, the Age of Revolutions, and two World Wars. The Year 9 battlefields trip provides a moving picture of history on a global and a personal scale.

GCSE

History at GCSE level is aimed to build on the skills and knowledge learned in earlier years and to apply these to a modern world course. It will give you a wider understanding and appreciation of the world you live in as well as equipping you with the kind of transferable skills that are relevant to any future study.

The topics covered for are dictatorship and conflict in the USSR (1924–53), a world divided: superpower relations (1943–72), the Vietnam conflict (1945–75) and China: conflict, crisis and change (1900–89).

Subject: Edexcel IGCSE History

Beyond the curriculum

The department runs trips to the USA, World War battlefields, Auschwitz, Dublin and Belfast, as well as making the most of the history in our own backyard with our Exeter medieval walk field day.

Visiting academic historians regularly deliver lectures, whilst the history society transports pupils of all ages beyond the syllabus. Pupils also attend local seminar days organised by The Holocaust Educational Trust.

We encourage an enjoyment of maths and the pleasure of studying maths for math’s sake. Mathematics provides skills needed in everyday life as well as being a vital component in practically every workplace. We equip pupils with the necessary skills for the future. Good problem-solvers become good students.

“Maths facilitates success in other subjects where maths is used, for example the sciences, geography and design technology to name a few.”

Effective use of online tools, including MyMaths, Dynamic Learning, ActiveLearn and Mathematics Enhancement Programme, enhances our learning and teaching, ensuring that our resources are relevant to our pupils in their increasingly digital lives. Graphing tools such as GeoGebra, Autograph and Omnigraph also support pupils’ learning.

Third Form to Lower Fifth (Years 7 – 9)

Pupils in the Third Form are taught in mixed ability classes for six weeks at the beginning of the autumn term and then set according to ability. The rich and varied curriculum is geared towards developing key skills and problem-solving in preparation for the IGCSE and beyond.

GCSE

The mathematics IGCSE course provides the grounding in numerical and spatial work essential both for everyday life, and as a foundation for further study in many subjects. A grade of 5 or above in mathematics at IGCSE is needed for almost all university courses. Two levels of examination are available; however, pupils are almost always entered for higher level, which is targeted at grades up to grade 9, with questions covering all these levels appearing on each examination.

If you are in the top set it is expected that you will be given the opportunity to sit additional examinations to gain the AQA Level 2 certificate in further mathematics

Subject: Edexcel IGCSE Mathematics

Beyond the curriculum

Maths surgeries are held every week to support all pupils. Every year, all pupils in the Lower School (Years 7 – 9), along with some from years 10 to 13 (Middle Fifth to Upper Sixth), are given the opportunity to take part in maths challenges run by the United Kingdom Mathematics Trust (UKMT). Typically, more than 400 pupils take part at one of the three levels (senior, intermediate, junior) each year, many of whom often qualify for follow-on rounds such as the UKMT Kangaroo papers or the UK Maths Olympiad. We also enter a team for the Senior Team Maths Challenge (STMC) and the Team Maths Challenge (TMC) whenever they run.

In a world where some countries are more inclined to close their borders, and circulate confusion and fake news about their neighbours, the need for intercultural understanding is urgent and clear. Understanding the language that other people use is key to both getting behind the “official” story and understanding the motivation of those on the international stage.

In a post-Brexit world, international trade and relations can only be enhanced by the ability to communicate with our European neighbours in their own language.

Extensive use is made of authentic materials in teaching, with most resources created in-house. Our aim is to transport pupils to the target countries using audio visual content including live streaming of television and webcams.

Third Form to Lower Fifth (Years 7 – 9)

In the Third Form (Year 7), pupils will study two modern foreign languages from our range of French, German and Spanish. In addition, all pupils in the year will take classical studies, an exciting mix of topics that will prepare pupils well for either Latin or classical civilisation in the future. Each pupil selects one modern language, which we guarantee they will study in the Third Form. We will then allocate each pupil a second modern language to study: and pupils often find that a brand-new language, which they knew nothing about, turns out to be one of their favourite subjects. Pupils will study at least one of these two modern languages as part of the GCSE core curriculum until the end of the Upper Fifth (Year 11).

Grammar is taught unapologetically, along with translation into and out of the target language. Pupils invariably find that learning a second language leads to a better understanding and appreciation of their first language.

Oral proficiency is paramount. Emphasis is placed firmly on the spoken language, and how ably and confidently pupils will be to converse at the end of each course. This is assisted by embedding spaced repetition and metacognition/“deep processing” into language learning, making good use of web-based tools such as Memrise and Quizlet.

A broad programme of cultural and geographical awareness, phonics, and co-curricular work further brings the subject to life.

Why should you study…?

French is still the main modern foreign language taught in UK schools, and the language most studied both at IGCSE and A Level. It is spoken by Britain’s closest neighbours in Europe, and on every populated continent on the globe: around 77 million people have French as their native language, and up to 275 million use it in the 27 countries where it is an official language. Because of such widespread usage, one writer in The Economist has suggested that French is the most useful language in international business, and because of population growth in various French-speaking countries in Africa, one investment bank predicts that French will be the most widely spoken language in the world by 2050. Traditionally the language of all European aristocracy and of international diplomacy, more European cinema is produced in French than in any other language, and France has produced more Nobel Literature Prize winners than any other country, as well as being the world’s top tourist destination. French is also one of the official working languages of NATO, the United Nations, European Union, International Olympic Committee, and the International Red Cross.

German is the language most sought after by UK employers, according to a CBI survey (in which Mandarin came fourth). It has the most native speakers of any language in Europe, being the main language in Germany, Switzerland, and Austria, and is the second most commonly used language in scientific research. German native speakers have won no fewer than 158 Nobel Prizes in various fields, with many more having trained in German-speaking countries. It is the language of Europe’s largest economy, and German-speaking tourists spend more money in their holiday destinations than any other Europeans. When some other schools and universities are closing their German departments, uptake in German at Exeter School is increasing, and is taught from Year 5. Pupils regularly win national Goethe Institut competitions, take part in a biennial exchange with Hildesheim which dates back to 1965, and continue to study German at university. Former pupils from Exeter School who studied German at university have worked in such diverse fields as the World Games Association, advertising with Saatchi & Saatchi, and aeronautics with the RAF and FAI.

Spanish is the official and most widely spoken language of 21 countries, 19 of which are found in Latin America, and is the native language of around 400 million people, making it the world’s second most spoken language in terms of native speakers. It is a working language of the United Nations, as well as being the second most used language in the USA, where 1 person in 8 is a native Spanish speaker, making the USA effectively the world’s fifth-largest Spanish-speaking country, and the wealthiest. Spain is the country most visited in the world by the British, with one passenger flight in every four departing the UK landing in Spain, and UK schools have seen an exponential growth in the uptake of Spanish in the last 10 years, where it has now become the second most studied modern foreign language at GCSE, possibly because of its associations with sunshine and leisure time, and its straightforward grammar and phonics in the initial stages of learning.

GCSE

Pupils will take the IGCSE in at least one MFL chosen from French, German and Spanish. Topics to be studied are home and abroad, education and employment, personal life and relationships, the world around us, and social activities, fitness and health.

Throughout this course, pupils will develop their language and communication skills as well as broadening their cultural knowledge of the communities where those languages are spoken.

We offer an exchange or study trip to French, German and Spanish speaking countries during the IGCSE course, which will provide invaluable speaking practice and first-hand experience of the language and culture. The aim of the study trip is to enrich our exam courses although they are not an essential part of them.

Exam board: Ecexcel

Subject: IGCSE French/Spanish/German

Beyond the curriculum

Mastering a language requires immersion. With that in mind, the department offers a broad diet of cultural activities and trips. The biennial German exchange with Hildesheim has run since 1965. Home stay visits with language lessons are undertaken in Valencia, Cuenca, Granada, Paris, Montpellier, Nice and Bordeaux.

Our language enthusiasts contribute regularly to Comets, Catalyst and Crossing Clubs, including sessions on linguistics, Arabic and Polish.

Pupils take part in competitions run by the Goethe Institut and the “This is language” global website. In concert with the computer science department, we enter teams for the International Linguistics Olympiad.

We also make full use of the Onatti theatre company which produces plays for schools across Europe. They perform in all three languages for Lower Fifth (Year 9), as well as performing in French for the junior school.

Besides being immensely satisfying, great fun, and a wonderful outlet for personal expression and creativity, research shows that studying music also enhances academic study.

Nothing teaches you better how to learn. Learning a musical instrument means learning about getting things wrong and taking steps to put things right. Mastery in music comes only with precision, patience, and painstaking striving for perfection.

Universities and employers alike recognise the vast range of transferrable skills that musicians develop such as working as an individual and contributing as part of a team; working to meet deadlines and planning for long-term goals, to name just a few.

Exeter School has a well-equipped music school featuring a 200-seat recital hall with Yamaha C6 and Bechstein grand pianos, two spacious classrooms, an ICT music suite, and 17 practice rooms.

Third Form to Lower Fifth (Years 7 – 9)

Pupils study music performance by means of class keyboard and guitar lessons, as well as small bands in Lower Fifth. Composition is another key feature of the course and pupils use Sibelius and Cubase software in the music IT suite.
Time is also given to listening skills. Music appreciation or “appraisal” is taught by means of notation and dictation skills, as well as the discussion of the stylistic elements of key classical and pop music genres.

GCSE

Music is suitable as one of a mixed group of subjects leading to qualifications in other areas. Rigorously academic, creative and very practical, it covers a wide range of valuable skills: independent learning, teamwork, presentation skills, active, critical listening, essay-writing, confidence, and creativity.

Exam board: Edexcel

Subject: GCSE Music

Beyond the curriculum

The music department has an outstanding reputation for the range and diversity of music available to pupils at the school. There is a rich annual programme of contemporary and classical concerts, at school and throughout the region, enabling pupils of all ages to experience the magic of live performance of both established works and their own compositions.
The academic staff and instrumental teachers coach and rehearse five orchestras, seven chamber ensembles, eight choirs, two brass ensembles, five jazz bands, and a samba drum troupe.

Junior school and senior school ensembles perform together or separately on key school occasions, producing 25 major events over the year, including a range of festivals, the junior school carol concert, the senior school Christmas concert, a series of informal twilight concerts, a summer jazz concert, two major performances in Exeter Cathedral, a choral society concert, and charity concerts and workshops in schools.

Members of the department have organised highly successful tours to Budapest, Slovenia, Salzburg, New York and Liguria. Staff and pupils most recently travelled to Barcelona on their music tour.

Studying physics provides an opportunity to explore how the physical world works, from the smallest particles to the whole Universe. The knowledge and understanding gained can be appreciated for its own value or applied to a wide variety of real-life situations, as well as engineering and technological uses.

Investigative in its approach, the subject rewards and develops skills such as analysis and problem-solving, which is why studying physics opens up a huge range of possible career paths.

The department is well resourced for practical work, with the very latest tools for data capture and analysis, including data harvest data logging equipment. IT resources such as slow-motion video and simulations are used whenever they enhance the study of a topic.

Third Form to Lower Fifth (Years 7 – 9)

Pupils are taught physics as a separate science from Year 7 (Third Form) onwards.

The curriculum covers the essential principles of the subject, including forces and energy, and astronomy. There is also scope for the pupils to explore topics of their own choosing.

Practical work is central to the study of the subject and pupils are given a solid grounding in investigative skills and the scientific method.

In the Lower Fifth (Year 9), pupils begin the IGCSE course in all sciences.

GCSE

Pupils follow either the Edexcel IGCSE physics course or the Edexcel IGCSE double award science course. This provides a comprehensive physics education and prepares pupils for further study. Extension work is included where appropriate.
Topics include: forces and motion; electricity; waves; energy resources and energy transfers; solids, liquids and gases; magnetism and electromagnetism; radioactivity and particles; and astrophysics.

Exam board: Edexcel

Subject: IGCSE Physics/IGCSE Science (Double Award)

Beyond the curriculum

Physics is a keen contributor to the science club for Year 7 (Third Form). The department also regularly collaborates with other local schools as the founding hub school of the Exeter and East Devon Ogden Physics Partnership and serves as a link school for the Institute of Physics’ Stimulating Physics Network. Pupils participate in Ogden Trust events such as the #lovephysics photography competition, Key Stage 4 and Key Stage 5 physics challenges, the Year 7 space day, and the Diamond Light Source trip.

Other highlights on the physics calendar include the British Physics Olympiad and the GCSE physics Challenge.
Trips include the Culham Centre for Fusion, GCSE Science Live, The IOP South West Festival of Physics, and Exeter University’s Christmas lectures.

Religious studies is a rigorous and demanding academic discipline in its own right. It has a multi-disciplinary nature, involving analysis and reasoning, close textual study, philosophical and political thinking, social understanding, ethics, and the core skills of literacy. It also allows pupils to explore themselves in a coherent context.

Religious studies makes a crucial and unique contribution to understanding British heritage, plurality, values and futures. Young people are keen to engage with contentious contemporary issues and do so in a brave and forthright manner.
At a time when communities are becoming more diverse – and in some cases more divided – religious studies plays a key role in creating social cohesion and generating genuine understanding between communities, thus reducing friction, intolerance and social unrest.

Third Form to Lower Fifth (Years 7 – 9)

In order to give a broad view of the major religions in the UK, the department introduces pupils to Judaism, Christianity, Hinduism, Sikhism and Buddhism. Whilst it is important to look at the origin of these religions, practices and beliefs are the main focus of attention.

Pupils study contemporary and often contentious ethical issues to gain an appreciation of the impact faith has on a believer’s life.

Middle and Upper Fifth (Years 10 – 11)

One lesson of non-examination religious education is taught each week. Without the constraints of a set curriculum, pupils are able to explore some of the bigger issues in the news, issues that they may face personally or that they feel passionate about. Pupils are encouraged to discuss their ideas freely, in an environment without judgements or a set agenda.
Topics studied include the slave trade, gender issues, wealth and poverty, genetic engineering, civil rights movements, genocides, the holocaust, freedom of expression, human rights, multicultural Britain, and Britain’s role in the world.

GCSE

If you enjoy learning about religious beliefs and practices and thinking about how they relate to current affairs and our society in the UK and in the world, then this is the course for you.

The GCSE course is open to all, believers, and agnostics alike. The only requirement is an open and critical mind and a desire to understand some of the important issues faced by both Christians and Muslims personally and on the global scene. Visits and a conference may be arranged to gain a greater depth of understanding. We will endeavour to meet local Christians and Muslims, visit their places of worship and we will also seek to learn from local experts in issues covered in our themes e.g. prison chaplains, religious believers in the armed forces, those who work for foodbanks and other community projects.

Exam board: AQA

Subject: IGCSE Physics/IGCSE Science (Double Award)

Beyond the curriculum

Alongside the Holocaust Education Trust programme, the department runs trips to Auschwitz. Nearer to home, pupils visit places of worship and religious interest, such as Exeter’s churches, synagogue, mosque, and Buddhist cultural centres.
Speakers regularly visit covering topics including the Palestine/Israel conflict, Buddhism, pro-life/pro-choice, and the Holocaust as experienced by a Holocaust survivor.