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OPPORTUNITIES FOR LEADERSHIP AND EXTRA-CURRICULAR
ACTIVITIES
Student Leadership Team
Annual application and electoral procedures
take place for specific key roles of leadership and responsibility
undertaken by sixth form students who will represent the whole school
student body. The student leadership team comprises the head girl
and her two deputies, school games captains, press officers, alumnae
society representatives, sixth form ambassadors who visit feeder
schools and support open evenings and social committee prefects.
Other roles of responsibility which support the pastoral care and
mentoring of younger students include school prefects for Key Stage
3 forms and sixth form liaison prefects who advise periodically
students of Years 10 and 11 about the transition into the sixth
form, choosing of options, revisions skills and meeting coursework
deadlines. Other roles of leadership and responsibility include
school house captains, library prefects and bus prefects. In addition,
the smooth running of many extra-curricular in-house events depends
on a huge reserve of unsung heroes who quietly and effectively do
valued, practical tasks. Their roles are as significant as those
of official post holders.
Sixth formers are made aware of the standards
expected of them upon entry into the sixth form, both in the induction
week and at the beginning of the autumn term in Year 12. Students
are treated as young adults and they are put in a position of trust
when exercising their privileges and responsibilities. They are
also ut in a position of trust to use private study time wisely,
in a self-disciplined way, in the school library and quiet study
rooms when they have not got formal lessons or duties.
Houses
Named after three classic female novelists—Jane
Austen, Charlotte Bronte and George Eliot — the whole school
is pastorally divided into three Houses. Organised by Year 12 and
13 House Officials, a programme of termly events including quizzes,
sporting events, arts competitions and charity events takes place
involving vertically integrated teams of students across all Key
Stages. Students are awarded points for their house for entering
events and gain treble points for being winners of competitions.
Academic work of above average level of attainment is valued and
rewarded by a system of Merits and Commendation. The House system
is regarded as a positive and constructive influence within the
school community, encouraging regular mixing and interchange between
students of all age groups/Key Stages.
Mentoring younger pupils
Sixth formers from both year groups play
an integral part in supporting younger students at an academic,
pastoral and social level. Mentoring is a very responsible and worthwhile
involvement for sixth formers, enabling them to become facilitators
to impart advice and teaching them the values of tolerance, patience
and understanding in a proactive way.
• In the sporting arena sixth form team players undertaking
their Junior Sports Leadership Award, or who are involved with the
Young Volunteer Scheme, give their time to mentor/train up younger
students with their skills in various sports.
• School prefects of forms 7 to 9 in particular help younger
students with problems in their academic work or with pastoral issues/domestic
issues that may be troubling them. Over a year a strong rapport
develops between the prefects and the forms they oversee
• Teaching staff regularly encourage sixth form academic mentors
to help individual students of younger years with difficulties that
can be helped by one to one support, particularly in surgery or
workshop sessions. Opportunities are offered to sixth formers who
wish to go into teaching or other child related career areas.
World Challenge
Students drawn from KS4 and KS5 are given
the opportunity to take part in this prestigious, specialist extra-curricular,
overseas activity (usually four weeks’ duration) in countries
as far afield as South East Asia, Africa and South America. Students
are fully prepared for the environments they will live in, the projects
they will undertake and the value of the experience in terms of
character and team building, the development of independence and
the organisation of their time and efforts to good effect. Currently
the school is involved with three overseas challenges between 2006
and 2008. The World Challenge Scheme is organised by professional
advisors and is subject to rigorous scrutiny in terms of health
and safety risk assessments.
Community Work
The place of the school in the local community
is clearly recognised through pupil involvement in voluntary work
with different groups within that community. In Years 12 and 13
this may be done in non-contact lessons, lunchtime or after school.
Girls in Year 12 can also opt to do community work as part of the
Key Skills/curriculum enrichment programme.
Activities include:
• Helping local primary schools or homes for the elderly and
disabled.
• Working at the Welcombe Hills School for children with severe
learning difficulties, assisting with music therapy, swimming and
other classroom activities.
• Girls also work as volunteers for various charities who
approach the school for specific help, on an occasional basis. Some
students are opting for the Young Volunteers Scheme, a national
organisation to encourage volunteers within the Community.
Duke of Edinburgh Award Scheme
This scheme has recently restarted in school
at Bronze level initially. For Silver and Gold Level the school
is affiliated to the Open Award centre for the Duke of Edinburgh
Award scheme in Stratford-upon-Avon for students to participate
in the four key sections - Service, Expeditions, Skills and Physical
Recreation. Guidance is given for Bronze, Silver and Gold Levels
and training is provided for expedition work, including camping
and map skills. Expedition weekends are organised in the Peak District,
Lake District and in North Wales. Practical service within the community
is actively encouraged, and takes the form of mutually beneficial
contact with the elderly, physically and mentally disabled. Successful
group projects have included the production of a Braille map of
Stratford for the blind and a Town Facilities Guide for tourists
and for the disabled.
Recreational Activities and Games
Sixth formers are encouraged to take some
regular physical exercise for a minimum of two periods a week. Apart
from the standard range of winter and summer sports, students can
obtain permission to use the swimming pool and leisure facilities
in town. Athletic sports are actively encouraged in summer and the
school is fortunate in having a large sports field adjacent to the
campus.
There are many House and inter-year sport activities arranged, as
well as involvement in county and regional events. Students with
particular interest in sports and who are involved with “top
league” events are given every consideration to enable them
to train for their speciality. The Games staff provide a very varied
programme of options available to students, using both school and
town facilities. Weekend hockey and vacation tennis courses are
arranged. International Hockey Tours are a new venture, supported
by the Sports Events Committee comprising Governors, parents and
PE Sports staff.
Charities
Traditionally, girls at Stratford-upon-Avon
Grammar School for Girls have been encouraged to support a specific
charity either in their form or year group. This resulted in many
interesting and enterprising events being organised for a wide range
of charities, ongoing throughout the year.
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