School Day
The school day begins at 08:35 with registration in each class's form room. This is followed on Mondays and Fridays by a full school assembly in the dining hall led by the headmaster or, occasionally, the school chaplain on Fridays. The day is divided into nine 35-minute periods. The first two are from 9–10:10 am, followed by a 10-minute break known as 'movement time', then two more periods, before break starts at 11:30 am and ends at 11:50. After two more lessons, at 1 pm, lunch break starts. This lasts until 2 pm, when there is a 15-minute form period before three more periods between 2:15 pm and 4 pm.
All boys have one afternoon of sports per week. For year 7 and 8, it takes place on Wednesdays at the school's Failand playing fields, where rugby is played during the autumn and spring terms, and cricket or athletics during the summer. Years 9 and 10 have games on Tuesdays, and are given a choice of sports, while year 11 and sixth form have games on Thursdays, with the option of private study. There are also gym periods for years 7–11 during the rest of the week.
In year 7, boys are taught Latin, English, French, Maths, Geography, History, Religious Studies, Art and Science, as well as periods for sport and general studies. In year 8, boys are taught all of the above as well as an extra language (German or Spanish). In year 9, boys must choose 3 creative subjects (design technology, information technology, Art, Drama, Music or Latin), which are each taught once a week for a double period, and science classes are divided into the separate disciplines of Biology, Chemistry and Physics. Boys are expected to take ten GCSEs, including a modern foreign language, Maths, English Language, English Literature, and the sciences (either as three separate disciplines or as "dual award" which gives two GCSEs). Boys take four AS Levels in 6i, with new subjects such as Economics, Further Mathematics and Politics also available. One subject can then be dropped for their final year at the school in 6ii.
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“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.”
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