School Life
The school day begins with 'Roll Call' at 8.15 and ends around 6pm with sports during the afternoons of alternate days. At 7pm there are two hours of 'evening school' where pupils are expected to remain in their studies and complete any prep that may have been set during the academic day. Pupils are also expected to attend lessons on Saturday mornings.
The college is divided up into houses, each house resident to between 30 and 80 pupils.
| House | Colours | Number | Gender | Type | Housemaster/mistress | Named after |
|---|---|---|---|---|---|---|
| Head's | Red/Rose | 1 | M | Day | Mr A Chappell | formerly The Head Master's House |
| Second's | Silver/Maroon | 2 | M | Boarding | Mr D Connolly | formerly The Second Master's House |
| School | Purple/Silver | 3 | M | Boarding | Mr C Mole | consists of the former Olds and Sanderson's (New) Houses |
| Field's | Rose/White | 4 | F | Boarding | Mrs M Creer | The Rev. Edmund Field |
| Gibbs' | Silver/Purple | 5 | M | Boarding | Mr M J H Smith | Henry Martin Gibbs |
| Sankey's | Green | 6 | F | Day | Miss N Dragonetti | John Sankey, 1st Viscount Sankey |
| Teme | Green/blue | 7 | M | Boarding | Dr S Norris | The River Teme |
| Manor | Yellow | 8 | F | Boarding | Miss C Parkinson | Manor house, a house of the school in the first half of the 20th century |
| Handford | Blue | 9 | F | Boarding | Miss McKane | Basil Handford |
Each house has a distinctive set of 'colours' which are awarded to students for merit and/or commitment for representing the house. The award allows male students to wear a house tie.
Besides academic study pupils are involved in activities that include football, rugby, tennis, squash, badminton, lacrosse, basketball, fives, hockey, running, debating, farming, riding, clay pigeon shooting, target rifle shooting, Duke of Edinburgh's Award Scheme, sailing, and the Combined Cadet Force.
Read more about this topic: Lancing College
Famous quotes containing the words school and/or life:
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)
“In our world of big names, curiously, our true heroes tend to be anonymous. In this life of illusion and quasi-illusion, the person of solid virtues who can be admired for something more substantial than his well-knownness often proves to be the unsung hero: the teacher, the nurse, the mother, the honest cop, the hard worker at lonely, underpaid, unglamorous, unpublicized jobs.”
—Daniel J. Boorstin (b. 1914)