The Wallace High School | Prospectus 2022
C O M M I T M E N T
O P P O R T U N I T Y
R E S P E C T
E X C E L L E N C E
#MADE IN WALLACE
PRINCIPAL'S WELCOME A CULTURE OF KINDNESS A STRONG COMMITMENT
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10 12 14 16 20 22 27 30
TAKE EVERY OPPORTUNITY
A LASTING RESPECT
A CENTRE OF EXCELLENCE
EXAMINATION RESULTS #MADE IN WALLACE
The introduction tomyPrincipal’s Welcome in2021 noted that when I had composed the 2020 document neither I normy readers couldhave anticipated the life-changing eventswhich werebeginning tounfold. One year on it feels as ifwe all have lived throughour own Adventures inWonderland or perhaps our ownversions of Groundhog Day . BoxingDay 2020 sawthe beginningof the second lock- downandanextendedperiod of online learningwhichended a fewweeks beforeEaster. As in2020 therewerenopublic examinations at GCSE, ASand A2 levels and the school, for the second successive year, generated CentreDeterminedGrades. Uniquely, since the abolitionof the ElevenPlus examination, theAQE andGL examinationswerenot held in theparticipating grammar schools ofNorthern Ireland, generating theneed toestablish non-academic selectioncriteria for the 2021 Year 8 intake. Whilst no-onewouldhavewished for a second lockdown, teachers, pupils andparents responded purposefully andeffectively. Therehadbeen lessons of infinite value learnt in the initial lockdownandour secondphase of online learningwasmore sophisticated thanour first. I am always immenselyproudof the professionalismof the staffat Wallace andour expertisewith ICTensured thatwewere able todeliver anoutstandingblend of learningopportunities and activities for our youngpeople.
“For, yousee, somanyout-of-the-way thingshad happened lately, that Alicehadbegun to think that very fewthings indeedwere really impossible.” “And themoral of that is—’Oh, ‘tis love, ‘tis love, that makes theworldgo round!’”
LEWISCARROLL AUTHOROF ALICE’SADVENTURES INWONDERLAND
Pupils had some lessons viaZoom as this hadan important pastoral value, enabling live interaction whilst someother lessonswere by recorded videoor audio. Notes, worksheets, extension activities, links toexcellent online resources fromvarious agencies ensured variety of content and stimulus on theWHSCampus. Classcharts enabledahigh level of communicationwithparents. Mindful of thepsychological impact of isolationourHeads of Year, Heads ofHouse andHouse Captains producedengaging assemblies andheldonline activities suchas quizzes. Teams had training challenges online andour senior hockey girls even completeda gruelling sponsored squats challenge inFebruary whichenabled themtodonate over£1,000 toTheTeenage Cancer Trust . Our socialmedia posts for theperioddemonstrate themanyWallaceChallenges co-
ordinatedby our Senior Teacher Mr JonnyReidandwe also shared muchvaluablematerial fromthe EA, various charities andpositive psychology suchas themonthly Action forHappiness calendars. The return to school was a great pleasure toour entire school community even if school lifewas circumscribedby regulations. As a linguist by training I am fascinatedby language and perhaps it is no surprise that the OxfordEnglishDictionary’sWord of theYear 2021 is vax!Wehave all become familiarwithahost ofwords andphrases associated with thepandemic: close contacts; lateral flowtests; PCR tests; self– isolation; quarantine; sanitise; face-covering andatypical are wordswe are all too familiarwith in school. I amimmensely grateful toourHeadofMaintenance, Mr ColinMcCutcheon, andhis staff, our Front Office staff,Mrs Margaret ToddandMrs Shauna
Whiteside, our school nursesMrs JennieMiller andMrs Lorraine Mitchell, our CleaningSupervisor Mr PeterGrant andhis teamfor their commitment, good-humour andperseverance in these very challenging times. The academic year of 2021-22 has seen some cautious steps towards our previous school life as school choirs havebeenable to rehearse, school teams to train for andplaySaturdaymatches and many extra-curricular clubs and societies tomeet, albeit in smaller, sociallydistancedgroups. This return to ‘normality’ has been warmlywelcomedbut everything remains ina stateof flux and determinedby the latestmutation of the virus andpublichealth guidance. Our youngest grammar school familymembers (Year 8) are settling inwell andwehave in place additional pastoral provision to support transition.We are
monitoring academic progress carefully, providing interventions in literacy andnumeracy as required. Our school counsellors provide anadditional level of support for studentswho feel they would like theopportunity to talk about anxieties or concerns. I am delighted that in this academic year, significant numbers of staff have volunteered for additional training inmental health issues providing abaseof “mental health first-aiders.” It is impossible to guess the longer termacademic andpsychological impacts of the pandemic but it seems reasonable toassume that therewill be a need for consolidation, creativity andempathy. As a school leader mynatural instincts have always been to challenge, toextendand to press on towards newboundaries of innovationbut for the immediate future it seems tome thatmy role and that ofmy staff is toprovide security and stability coupledwith the experiences of outstanding teaching and learning, the latter reflectingour core valueof excellence. Wallace’s teachers are currently involved in staff training, centredonwhat are knownas theMagentaprinciples and this forms the focus of teachers’ PRSD this year. Magentaprinciples encourage engagement, depth and challenge in the classroom by requiringpupils tomaster a series of thinking skills suchas arranging, connecting, reducing
and sequencing tonamebut four of the tenprinciples.
I knowwhichway IwantWallace togo. Iwant it to continueon a trajectory of academic and sporting excellence and Iwant ourWallacemenandwomen to leave the securehavenof Clonevin Park equipped for the challenges and storms of life. Our school motto is Esperancemeaninghope and if ever hopewas needed it is now. If the concept of hope can sometimes implyuncertainty,my hope thatWallace can fully equip its youngpeople toplay their part in society is not uncertain. Rather, it is anassured confidence and I look forward tomeeting our newest futurebuilders in September 2022.
I began thiswelcomeby referring toLewisCarroll and I conclude witha further reference to the author’swork. Alicemeets the CheshireCat at a crossroads and askswhichway she shouldgo. The CheshireCat replies: “That depends onwhere you want toget to.” WhenAlicenonchalantly observes that shedoesn’t really mind, theCat responds: “Then it doesn’tmatterwhich way yougo.”
A Culture of
There is adifferencebetween surviving and thriving. At Wallacewewant our pupils to thrive andwebelieve that pupils who thrive arepupilswhoare happy and secure, invigorated by the school environment. Our school was foundedby a famous philanthropistwhose legacy to Lisburn is incalculable. Desiring tohonour our founder’s spirit webelieve thatwe all have a responsibility toplay a full and activepart in society.We are conscious that the attitudes pupils developandholdat this stagewill remainwith themthroughout adulthoodandwe aimto foster a culture inwhichour pupils appreciate their responsibility toeachother and to society at large.We encourage tolerance,
mutual respect anda senseof familywhere the aspirations, enthusiasms andneeds of each familymember canbe acknowledgedand supported. Our school systems arebuilt aroundour desire to foster close bonds andnetworks. Our pupils are supported ineachYearGroup by aHeadof Year andanAssistant Headof Year, a level of pastoral support unequalled in themajority of schools. During the current school year our pupils are gaining much fromtheopportunity to spendmore extended time with their Class Tutor eachday which is enablingon-going pastoral support at an immediate and informal level. The school provides access to counselling
services for pupilswhomay be inneedof additional emotional or psychological support andour school nurses are an invaluable means of complementary support toourHeads of Year providing excellent insights intopotential needs or problems. As theCovid-19 pandemichas impacted levels of anxiety inyoungpeoplewe have striven to respondflexibly withour counsellors providing drop-in slots andour pastoral staffproviding excellent resources drawn fromawide rangeof charities and support agencies. Our school Houses allow intra- year activities toflourishand theusuallyhigh level of pupil participation in sports creates natural opportunities for coaching
At the coreof our school is the belief in the importanceof the individual.We are committed to providing a school community where individuals are empowered to reach their ownpotential andalso findpleasure in seeing
andmentoring. Charitable activities are central to school life inWallaceprovidingpupilswith regular opportunities to reflect upon their ownprivilegedposition and to support others bothat home andabroad.
others reach their goals. Courtesy, co-operationand compassion represent a core triadof values whichunderpinWallace life.
Wallacepupils are encouraged tounderstand the links between ahealthymindandahealthy body. Mindful of thepositive impact of sport inbuildingboth self-esteemand teamspiritwe encourageour pupils to take part inboth individual and team events.We are immenselyproud of the commitment of our staff to sports inWallace; our specialist departmentswithin the school andby specialist external coaches whohave a long-standing link to the school. The successes of somany of our former pupils at provincial and international PE teachers are supported by teachers froma rangeof
level are a sourceof constant inspiration. Ourmajority sports are rugby, hockey (boys andgirls), netball, badmintonand cricket but there are alsoopportunities tobecome involved inathletics, the equestrian team, golf, judo,
swimming and tennis at both teamand individual levels. Our coaches are committed toall our teams andgain immense satisfaction fromseeingpupils develop their confidence and skills. Teamgames are thebackbone of sporting activity inall schools but, inkeepingwithour aims of celebrating success, our school socialmediaprovides up-to-date information in individual sports. Lisburncanbeproudof the achievements, commitment and enthusiasmof somany young people ingymnastics, judoand martial arts.
OurHonoursBoards, photo gallery andup-to-dateCaptains’ Boards demonstrateour passion for participationand success; we hope they inspire young visitors in particular to commit themselves to thedisciplines of competition
and training aswe knowthe transferrable valueof such disciplinedeffort.
During theCovidseasonof 2019- 202018pupilswerephotographed for ourHall of Famewhich recordsRepresentativeHonours wonat all ages. In2020-21 no school competitionswereheld, adevastatingblowtoourYear 14students inparticular. This academicyearhas featured livecompetititionandweare delighted thatmany teams are enjoyinggreat success. Our 1st XI Boys’ hockey teamreached
the final of theMcCullough Cup inDecember. Caoimhe Crozier won a teamBronzemedal in the European Equestrian Championships onKildromin Banjo andwas placed 9th in Europe in the individual competition. Brady Chambers was amedalist in theUK Schools’ Games.
AtWallacewebelieve in empoweringour pupils. The pupil voice is valuedatWallace. Webelieve that providing roles of responsibility for our young people inour communityhelps their confidence, develops skills for future life andengenders a spirit of loyalty to the school. invaluable introduction to the workings of democracy. Each class selects two representatives for aYear Council, chairedby theAssistantHeadof Year. Each of these councils elects twoof itsmembers to theExecutive SCHOOL COUNCIL Our School Council is an
Council chairedby theVice- Principal (Pastoral); webelieve these formal procedures giveour pupils an invaluable insight into the factorswhichgoverndecision making at awhole school level. Year Councils are also supporting the LeadershipTeam’sworkby providing feedbackonproposed policies. SENIOR PREFECTS TheSenior Prefect Teamis comprisedof theHeadBoy, HeadGirl and their deputies. TheSenior Prefect Teamusually meets onaweekly basiswith theSeniorManagement of the school and forms a key layer of
communicationbetweenstaffand pupils. They organiseduty rotas for theprefects, support thework of the school at events andact as ambassadors and rolemodels. During the ‘seasons of Covid-19’ theyhave alsobecome seasoned mediaperformers, delivering online contentwithassurance. PREFECTS Mr IanLatham, who is responsible for theprefects, has createdan innovativemodel for theprefects whoprovidedailypractical and administrative support to staff by completing a rangeof duties before, during andafter school ina rangeof locations around
school. Eachprefect alsobelongs toadesignated teamfor example: sport,music, iLeader, primary school liaison, pastoral support or charity. HOUSE CAPTAINS These youngpeople and their deputies lead theworkof the sixHouses inco-operation withMissAlana Frey andMr DavidSimpson. TheHouse systemseeks to support pupils ina complementary fashion to that of theYearGroupSystem as ourHouses engender a senseof belonging andhealthy competition. Incontrast tomost of the school’s activities and systemswhichareYear based, they activelypromote intra–year
relationships creating a closely knit school family. Currently, HouseAssemblies aredelivered virtually and this has given the HouseCaptains, their deputies andprefects anopportunity to developnewandvaluable skills. WallaceWay’ ( bywhichwemean thedistinctiveway inwhichwe as a school communicateour ethos) wehave a training scheme for TeamCaptains. ThePrincipal, supportedby othermembers of the LeadershipTeam,meetswith TeamCaptains at all levels and encourages themtoparticipate inaprocess of self-evaluation using resources and strategies SPORTS CAPTAINS As part of our focus on ‘The
drawn fromhighly-regarded models. TeamCaptains are encouraged to reflect upon the cultureof competitionandupon the responsibility of their role inguidingothers tounderstand what is expectedof teams representing the school week byweek.We aredelighted that competitiveweekly fixtures have beenpossible in theAutumn termof 2021 andwehope that they continue as their value toour young sportsmenandwomen is invaluable.
Currently it seems almost unimaginable thatwithin the last decadeWallace students have traversedmuchof the globe! School trips offer amazing opportunities for travel and togetherness; these arememories that truly last a lifetime!
andGermany, London, Paris, New York andRome andmanyplaces inbetween!We’vebuilt houses in Malawi, supported slum-dwellers in India, enjoyedelitehockey coaching inHolland, screamedat Euro-Disney, wept at Auschwitz andmarvelledat seats of power in LondonandWashington. Togetherwehave travelled not justmiles but toa greater understandingof ourselves, of others andof theworldwe inhabit. Wehopewewill soon seepupils enjoying snow-covered slopes or theEiffel Tower but there is goodnews…youcan traverseour localmountainswith theDukeof Edinburgh’sAwardScheme!
Ifwe can’t quitemanage anA to Zof destinationswe arenot far fromdoing soand readersmay enjoyperusing thesepictures and spotting locations!We’vebeen toAmsterdamand toAfrica, to BostonandBerlin, to Icelandand India, toParis andPoland, Girona
philanthropy inBritishhistory.” Evenmore inspirational is the story of Sir Richard’s involvement in theSiegeof Pariswhen heorganised two full scale ambulances tooperateduring the siege; onewas to serve French wounded, the second ‘for the benefit of sick anddestitute Britons.’ By the endof theSiege of Paris itwas estimatedhehad privately contributedasmuchas 2.5million francs to thepoor and
Charity isat theveryheart of Wallace life.Weareproud tostrive toemulateour founder’s ‘spirit of generosity.’ To someSir RichardWallace is knownbest as a lover of fine art as his decision todonate ‘a vast assemblageof fine and decorative art’ has beendescribed by thedistinguishedart critic RichardDorment as “surely one of themost significant acts of
needy of the city. He received the Legiond’Honneur for his efforts. In 1872hedonated50drinking fountains, whichbear thename Wallace, toParis and toLisburn and some can still be seen today. Regular readers of our school websitewill knowof our legacy charity, theCancer Fund for Children. Sincewebeganour partnershipover thirty years ago wehavedonatedover£160, 000 to theirwork; in June 2021we completeda challenging school yearwithanexuberant Colour Run, raising£2,500 for the charity. ReadOnwas ahighlight of the Autumn termof 2021with£6,000 raised! Covid-19has restricted our activities (we yearn for abake sale!) but our pupils andparents have remained inspirational in their generosity.Wehavedonated toa rangeof charities andhave developedanewtraditionwith our FestiveDressingDay inaid of theSalvationArmyChristmas Appeal and theSimonCommunity. Asignificant number of our teachers donate to these charities eachmonthvia a salarydonation scheme.
during thepandemic. Most recently staffcontributed to the Christmas PyjamaAppeal andwe weredelighted that Lynseywas awarded theBEMin theQueen’s Honours List for herworkduring thepandemic. SEN SUPPORT We are conscious that pupils bring to school individual experiences, histories, interests and strengths which impact on their learning. Inplanning tomeet thesediverse needs, the school will encourage all pupils toappreciate and respect difference inothers, arising fromwhatever source. We recognise that some students will come toWallacewithaSEN whilst otherswill be identifiedas having suchaneedduring their timehere.We are committed to helpingpupils overcomebarriers to learning andassessment and ourmodel is an inclusiveone fostering a senseof integration, as all pupils are consistently involved in target setting exercises thus enablingpupils to set their own goals. Heads of Department are expected toprovidedepartmental policies, support and subject specific targets for SENpupils and to liaisewithHeads of Year in modifyingprovision for individual pupils. The schoolmakes full useof the support services offeredby the EducationAuthority (EA) and external agencies, as appropriate. At all times, we strive tomaintain thedignity of thepupil and to work inco-operationwithhis or her parents. Twoof our Senior Teachers,MissGracey andMr McKnight, are fully qualifiedas specialist assessor forAccess Arrangements and registered with theBritishPsychological
Whilstwedohave a ‘charity calendar’ which takes noteof annual collections suchas the PoppyAppeal, Children inNeed, theSalvationArmyChristmas Appeal and theGreat Daffodil Appeal we are alwayswilling to consider newcauses andare also keen to supportmedical charities whenwehave studentswho live withparticular conditions. This termwewere very impressedby oneof our youngest pupils, Year 8pupil AaronCooke, whenhe deliveredanexcellent appeal for support for Pancreatic research. This is a cause close to the school’s heart andweweredelighted to publicise and support former pupilsCraigCorkinandScott McCabewhowere fundraising in memory ofMrGaryCorkin. Our Rotary Interact group cannot currentlymeet due toCovid- 19but itmakes anadmirable contribution tophilanthropy in Wallace.We are also indebted to theREDepartment andespecially toMrsHawthorne for the annual ChristmasHamper appeal for the Women’sRefuge.Wallace former pupil LynseyAgnewmanages the LisburnFoodBank (based in GrahamGardens) andwehave beendelighted tooffer support
Society. MrMcKnightworks primarilywithKeyStage 3 pupils andMissGraceywith GCSEandA level students. Many of our teachers have voluntarily completedonline CPD (ContinuingProfessional Development) courses and anumber of our Classroom Assistants have engagedwith the CPDofferedby theMiddletown AutismCentre. implementationof thenewCode of Practice. The stages of theCode of Practicehavebeen reduced to three. SENclassificationswere re-modelledwithASDandADD/ ADHDmoved to theMedical Register. Staff training remains apriority andall staffhave completed the excellent training programmeonASDprovided by theEducationAuthority.We have anewfacility, the Learning SupportHub, which serves as a quiet space for students needing a brief ‘timeout’ andas abaseboth for one toone support fromour ClassroomAssistants and literacy support. The current pandemicmeans continueddelay in the full
GIFTED AND TALENTED As a selective school we acknowledge thatwithinour school family are thosewhose abilities are so remarkable that theyneedadditional enrichment activities. GiftedandTalented pupils are recognisedas a group withinSpecial Educational Needs (SEN) andour commitment to themis shownby our provision of aGiftedandTalentedCo- ordinator,MrNealMcKnight, whoworks inclose co-operation with fellowSenior Teacher/ SENCoMissHeatherGracey and Heads of Department.Wehave awell-established relationship withVilliers Park andmany of our studentswhoattendoneof these residentials proceed toOxbridge applications. Our provision is not solely at KeyStage 5 as every effort ismade tooffer interesting
ASyearwas characterisedby anabsenceof sporting fixtures she embraced the challenge of public speaking triumphing inher first ever competition! Other notable successes include BenBlaney’s paintingof the Northcoast scooping first prize in theNI 100art competition launched inOctober 2021 by EducationMinister,Michelle McIlveen. Ourmathematicians recently competed in theSenior Mathematical Challenge and despitenot having recent experienceof the event did exceptionallywell winning 22 certificates in total. Josh Kamalarajah, AdamMcClean andCaetanoThompsonCastro qualified for theSeniorKangaroo competition. IsaacMcIlwrath, currently inYear 13, hada visit fromRearAdmiral Ian Jess
enrichment activities inbothKey Stage 3 andKeyStage4 through competitions, courses andonline extensionmaterials andactivities. TheEntwinedHistories Project continues tobe anenriching exampleof anextensionactivity, theGeographyDepartment has enjoyedgreat success ina number of competitions and Biologyweek is a real crowd pleaser. Despite the limitations imposedby thepandemic some competitionswent onlinewith currentHeadGirl SophieHinds winning theSoroptomists’ Top Speaker award. Sophie is an elite sportswomanbut as her
whopresentedhimwithan Arkwright AwardandEngineering Scholarship. SophieOrr also receivedanArkwright Award. AislingGardinerwonaplace at Cambridge to studyNatural Sciences; since 2000over fifty Wallace students have gained places at OxfordandCambridge and the vastmajority of our studentswill achieve their first choiceof university. Wewere immenselyproud to see that formerHeadBoy, StephenTaylor, nowAssistant Professor of Physics andAstronomy at Vanderbilt University, has receiveda prestigious award to further his research intoultra-low-frequency gravitational waves. Stephen completedhis primarydegree at Oxford, holds adoctorate fromCambridge, was aNASA Postdoctoral ResearchFellowand is livingproof dreams do come true! As aYear 8 (or First Former) Stephenexpressedhis ambitions tobecome anastrophysicist and towork atNASA!
come toassured fruition.Without doubt our expertise in ICTenabled us tomanage the challenges of thepandemic adeptly in terms of teaching and learning andwider communicationswithour school family; the introductionof Parents’ Meetings viaSchool Cloudhas beena resounding successwith manypractical advantages over face to facemeetings. TheSchool Cloudenables amore efficient use of time andalsohas the virtueof complete confidentiality. Our success inA level SSD is well-knownandwe aredelighted tohave anumber of past pupils whohavewonplaces onEarn As YouLearndegreeswith firms suchasKainos. Elizabeth Murphy, ChristopherQuinnand AndrewRobball wonplaces in2020on thePWCFlying Start DegreePartnershipwith Queen’sUniversity, Belfast and recently visited school to share their experienceswithcurrent students.
IT The school’s reputation for excellence in Information
Technologyhas been recognised by anational award; theDigital Schools’ Award. Headedby the school’s IT co-ordinator, Dr JaneMcMath, a teamof staff andpupils presentedby video conference to the awardingpanel demonstratinghowembedded theuseof ICTacross the school. Areas explored included: integrationof digital technology at departmental level, including the enhancement of teaching and learning andmotivational capacity; ICT curriculumin school; Y8useof digital technology; iPrefects andflipped classrooms; infrastructure; safety andahost of other subjects! The visionof ICTdeveloped inaNarnia-like Edinburghover adecade agohas
MUSIC TheMusicDepartment offers instrumental andvoice tuition in awide rangeof areas andwe are delightedby the veryhighuptake of lessons in the following areas: Upper strings: ViolinandViola Lower strings: CelloandDouble Bass Woodwind: Flute, Clarinet and DoubleBass Brass: Trumpet, Trombone, FrenchHornandTuba (Brass Band included) Percussion: DrumKit and Orchestral Percussion Guitar: Classical andElectric, ElectricBass Voice: Soprano toBass Piano: Jazz Piano, Classical Piano, Organ The generous fundingof the HaddenBursaries by the lateMrs CeliaGourley enables us tooffer additional provision to students. Two scholarshipswere awarded this year toYear 14 leavers; Grace Hamiltonand JuliePiggott are bothcontinuing their studies at tertiary level. TheMusicDepartment has two specialist teachers,MrDavid Falconer (HeadofMusic) andMiss
ChelseaPascoe; theDepartment is also fortunate ingaining fromthe enthusiasmandexpertiseofMrs WendyDavison (Physics) who is a classically trained instrumentalist. We alsohave anumber of outstanding instrumental tutors andaredelighted tohaveour own former pupil GeorgiaGrattan workingwithus. Our junior choir Cantabile continues tobeoneof themost popular of our extra-curricular groups andour seniors perform inbothCapella and theHonours Choir. Such is the reputation of our choirs that our students areoften invited toperformat events organisedby Lisburn andCastlereaghCouncil andwe continue tomaintaina special relationshipwithParkviewSpecial School. DRAMA Covid-19has preventeddramatic performances butwehope to enthral audiences again soon.
The CurriculumPolicy is approved by the Board of Governors and implemented and delivered by the Principal and staff of the school. The policy is developed by the Leadership Team in consultation with the staff. The curriculum meets statutory requirements as identified by DENI. In order tomeet current and anticipated statutory requirements, together withmeeting the needs and aspirations of the pupils, the school curriculum is reviewed annually, and proposed updates are brought to the Education Committee of the Board of Governors, and the full Board, in turn for approval. All pupils will follow the core curriculumof English, English Literature, Religious Studies (Short Course) andMathematics. Pupils will select a number of additional GCSEs fromthe options blocks as indicated in the subject choice letter. FURTHER MATHEMATICS GCSE The top seventy candidates in the Year 10 summerMathematics examinationwill be offered the opportunity to study GCSE FurtherMathematics. This involves an extra single period of Mathematics in lieu of one period of non-examPE. GCSE CURRICULUM RATIONALE
MATHEMATICS (STATISTICS) GCSE The top ranked pupils (70- 100th) in the Year 10 summer Mathematics examinationwill be offered the opportunity to study GCSES Statistics. RELIGIOUS STUDIES GCSE The Religious Studies course is an introduction to Christian ethics exploring personal and family issues, matters of life and death, care for the environment, equality, war and peace. Studying these themes can enhance personal, social and cultural development. It is an opportunity to reflect on and develop values, opinions and attitudes. Since September 2014 all pupils study RS short course modules in Year 11 and the full coursemodules in Year 12. Pupils will sit the appropriate GCSE examination at the end of both Year 11 and Year 12.
KEY STAGE 3 CURRICULUM (PERIOD ALLOCATION IN BRACKETS)
Year 9 4 5 4 4 4 2 1
5 6 4 3 3 2 2 2 2 2 2 2 1 2 2 2 1 1 1
6 6 4 4 4 2
French History Geography Art Music RE Technology HE LLW PE
2 2 2 1 1 2
2 2 1 1 2
Games Drama Reading for Pleasure Physics Chemistry Biology Computer Programming German/ Spanish
2 2 2 1
2 2 2 1
KEY STAGE 4 (YEAR 11/12) English (7), Maths (6/7), RE (3), LLW (1), Games (2), PE (1/2), Groups (4)
The top 70pupils in theYear 10Mathematics examination (Summer) areoffered theopportunity to study GCSE FurtherMathematics. The top 70-100pupils in theYear 10Mathematics examination (Summer ) areoffered the opportunity to studyGCSEStatistics. Pupils choose one subject fromeach option group
Option3 Biology Digital Technology History HE Music PE Physics
Option5 Art Chemistry French Geography History MIA Physics
Option6 BusinessComs French
Option I Agriculture &LandUse Biology Chemistry Motor Vehicle& RoadUser
Bus Studies Geography HE History Technology
Bus Studies Chemistry Digital Technology
German Leisure& Tourism Spanish
SIXTH FORM CURRICULUM (Nineperiods per subject)
Pupils chooseone subject per optionblock.
B AcceleratedMaths Biology Economics Geography German History Mathematics Moving ImageArts
C Art Biology Chemistry EnglishLiterature Nutrition&FoodScience Politics Technology Music (ExtendedCert.)* PE (Diploma)**
D Business Studies Chemistry Geography History Digital Technology Physics Spanish Health&Social Care
Computing / SSD EnglishLiterature French Digital Technology Mathematics PE (ExtendedCert.)* Religious Studies
* BTEC Extended Certificate (equivalent to a single A-level) **BTEC Diploma (equivalent to two A-levels). Pupils must also select the Extended Certificate PE in block A.
A-Z SPORTS Athletics Badminton Cricket Cross-Country Equestrian Golf Rugby Skiing Squash Swimming Tennis * limitations inplace due toCovid Hockey Netball
1 ENRICHMENT PROGRAMME YoungEnterprise Computer Programming EuropeanStudies Health
Japanese Cooking RE Primary Liaison (Not available 2021-2022due toCovid).
All informationcorrect at the timeof going topress butmay be subject toamendment
To Parents/Guardians naming TheWallace High School as a preference on your child’s Transfer Form.
VERIFICATION OF AQE REGISTRATION Please ensure that you attach or upload a readable scanned version of the original AQE registration letter to your child’s online application form. This contains your child’s name and candidate number. VERIFICATION OF NON-ACADEMIC STAGE 2 CRITERIA Please ensure that the child’s birth certificate is uploaded to the online application to allow for verification of name and date of birth. Please ensure that where reference ismade to another child of the familywho is currently a pupil, his/her name should be included on the online applicationwith the current year group and class set.
SPECIAL CIRCUMSTANCES AND/OR SPECIAL PROVISION If you aremaking a claimfor your child to be considered under Special Circumstances or Special Provision, please note that you are required to: (1) Present all such information as you consider will assist the Admissions Committee of the Board of Governors in determining if Special Circumstances/Special Provision apply; (2) Upload all such informationwith the Transfer Form. Further details canbe found in the Section ’Special Circumstances andSpecial Provision’ seeAppendix 1.
RESPECTIVE FUNCTIONS OF THE BOARD OF GOVERNORS AND PRINCIPAL IN RELATION TO ADMISSIONS TO THE SCHOOL Selection of the intake for Year 8 has been delegated by the Board of Governors to anAdmissions Committee appointed by the Board of Governors. ADMISSIONS CRITERIA The School is a co-educational, non-denominational, Voluntary Grammar School. The School’s enrolment number is 1160 and its admissions number is 170. For transfer to Year 8 the Admissions Committee of the Board of Governors will consider, in the first instance, those childrenwho have taken the Common Entrance Assessment (CEA) provided by the Association for Quality Education (AQE) andwho have been awarded amark in the formof a standardised score. Information on this test is available fromthe
As the School is a voluntary grammar school, amandatory capital fee of £140 per annum is currently charged. This is reduced to £70 for the third and subsequent children in a family. Thismoney is used to help finance new school buildings and equipment. Parents are asked tomake an additional voluntary contribution of between£80 and £250 to support whole school initiatives and general upkeep of the buildings and grounds. The school’s “Charges and Remissions Policy” outlines optional extras of which parentsmay avail for their children. It can be found at www. wallacehigh.org.
School or on the AQEwebsite www.aqe.org.uk
It should be noted that the Admissions Committee of the Board of Governors will not take into account the position of preference given, to the School, by the applicant on the transfer form. An application froma child who has placed the School 2nd in order of preference, andwho has not been offered a place in the school of first choice, will be considered in the sameway as all first preference applications to the School. It is the responsibility of the parents of the child applying to ensure that all relevant information ismade available to the School.
Applications for Special Circumstances andSpecial
Provisionswill be considered first andequallywithall applications. (seeAppendix 1).
f) Children *entitled to free school meals at the timeof application.
It shouldalsobenoted that children resident inNorthern Irelandat the timeof their proposedadmissionmust be admittedbefore any childnot so resident. Theprocess for admissions, should theSchool havemore applicants thanplaces available, is as below:- Allocationof places by the AdmissionsCommitteeof the Boardof Governorswill bemade in two stages:- STAGE 1 The results of theCEAwill be reportedas a standardised score out of amaximumof 140. The standardised scores of all applicantswill beplaced in rank order andbanded in ranges of a scoreof 5. Higher scoreswill precede lower scores ie; 140–136 being the first band, 135–131 the secondband, 130–126 the thirdband, 125–121 the fourthband, 120–116 the fifthband, 115–111 the sixthband, 110–106 the seventhband, 105–101 the eighthband, and soon in ranges of a scoreof 5.
theband containing the 170th applicant. STAGE 2 The remainingplaceswill be allocated fromthe applicants in theband containing the 170th applicant by applying, inorder, the criteriabelow: a) Childrenwhoare attending the PreparatoryDepartment of the School. b) Childrenwhohave a childof the family enrolled in theSchool on thedateof transfer. c) Childrenwhose twinor triplet sibling(s) has (have) already beenadmitted to theSchool. d) Childrenwhoare transferring fromprimary schools from which theSchool has received pupilswithin the last five years (see accompanying list) andwhoare the elder/eldest children in their respective families orwhoare the first in the family to transfer toa mainstreamschool orwhoare theonly child in their family.
* “entitled to free school meals”willmeanchildrenwho are listedon theEducation Authority register as entitled to free schoolmeals at thedateon which their parent has signed their post-primary Transfer Form. If a childbecomes eligible subsequent to this but prior to the final publication by theBoardof Governors of allocatedplaces, i.e.Wednesday, 9March2022, theparentmust informthe school so that this criterioncanbe applied to the application. g) Randomcomputer generated tie-breaker. The following randomselectionprocess, as determinedby theBoardof Governors andoverseenby the AdmissionsCommittee, shall be applied todetermine the remaining applications tobe accepted: consideredat this stage is allocateda randomnumber electronically generatedwithin Microsoft Excel; - the applications are then ranked inorder of the random numberwithhigher numbers havingpreference. - eachapplication tobe
e) Other childrenwhoare
transferring fromprimary schools fromwhich the School has receivedpupils within the last five years (see accompanying list).
Placeswill be allocated toall the applicants in thebands above
SPECIAL CIRCUMSTANCES TheSchool has academic
APPENDIX 1 Guidelines on the arrangements for Special Circumstances and Special Provision.
examinedbyamedical practitioner in relation to the illness at the time of the assessments. Where theproblemis of anon- medical nature theparents should appendappropriate evidence. It shouldbenoted that inall cases independent evidencewill carry greaterweight. EDUCATIONAL EVIDENCE Objectivedocumentary evidence must beprovidedby theparents. This should include the score achieved in theCEAand, where they exist, the results for the childof any standardised test(s) conducted inYear 5, Year 6and Year 7, and the results inany endof year tests inEnglishand Mathematics inYear 5 andYear 6. Itwouldbeuseful for the AdmissionsCommitteeof theBoardof Governors to have additional comparative information fromtheprimary school. This should include the results (without names) for other children in the child’s Year 7 class of any standardised tests conducted inYear 5, Year 6andYear 7, and the results inany endof year tests in EnglishandMathematics inYear 5 andYear 6. TheAdmissionsCommittee of theBoardof Governorswill consider the application for Special Circumstances. WhereSpecial Circumstances are accepted, the AdmissionsCommitteeof the Boardof Governorswill determine, on thebasis of the information available, a score for the child. Suchchildrenwill thenbe consideredwithall other children whohave receivedaCEAscore and the admissions criteria applied. SPECIAL PROVISION Parents canapply for Special Provision in respect of: i) Childrenwhoseparentswish themto transfer fromschools outsideNorthern Ireland.
performance as its first criterion, subject only to the considerationof medical or other problemswhich mayhave affectedperformance in theCEAandwhichare supported bydocumentary evidenceof a medical or other appropriate nature. These ‘medical or other problems’ are commonly referred toas ‘Special Circumstances’. Parentswhowish toapply to theSchool under Special Circumstances must complete FormSC19obtainable fromthe School orAQE, andattach it withappropriatedocumentary evidence to theTransfer Form, as detailedbelow. The content and lengthof assessment of AQECEAhas been amended toaccommodate for Covid related circumstanceswhich have impacted theday today lives of children, since thebeginningof thepandemic inFebruary 2020. Parents are asked tonote that the Boardof Governorswill not accept a ‘medical or other problem’ which is covid relatedas anapplication for Special Circumstances, in itself, unless accompaniedby independent, verifiable and contemporaneous evidence. DETAILS OF MEDICAL OR OTHER PROBLEMS Where it is claimed that a child’s performance in theCEAhas been affectedby amedical or other problem, it is the responsibility of theparents to set out in the Form SC19precisedetails of theproblem andmust appendevidence to corroborate its existence. Where theproblemis amedical oneof short termduration, which affected the childonly at the timeof theCEA, theAdmissions Committeeof theBoardof Governorswill give greaterweight toevidence that the childwas
“Explanationof Special Circumstances andSpecial Provision”
Thepurposeof a claimfor Special Circumstances and/ or Special Provision is so that a child canbe assigned a score equivalent to that whichheor shewouldhave obtained in theAQECEA, under normal conditions. Considerationof a claimfor Special Circumstances and/ or Special Provisionconsists of twoparts. The first requires the considerationofwhether there is, in the judgement of theAdmissionsCommittee of theBoardof Governors, sufficientmaterial topermit a child tobe consideredas havingSpecial Circumstances or attractingSpecial Provision, or both. If a child is permitted tobe consideredas having Special Circumstances or as attractingSpecial Provision or both, the secondpart of the consideration requires aneducational judgement tobemadeon the totality of thematerial presented to the AdmissionsCommitteeof the Boardof Governors so that a mark equivalent to thatwhich the childwouldhaveobtained in theAQECEAunder normal conditions canbe awarded. It is for parents topresent all suchmaterial as they consider will assist theAdmissions Committeeof theBoardof Governors inperformingboth parts of the consideration describedabove. It should benotedbyparents that both parts of the consideration referred to involve anexercise in judgement andnot precise calculation.
ii) Childrenwhohave received more thanhalf their primary educationoutsideNorthern Ireland. iii) Children, entered for theCEA, whobecauseof unforeseen and seriousmedical or other
Pleasenote: It isrecognisedthat someparents may feel that their child’scase falls intomore thanoneof the abovecategories. Inthis instance, all evidencewithintherelevant categoriesshouldbeappendedto FormSC21. If anapplication is acceptedby the AdmissionsCommittee asmeeting the criteria for (1) Special Provision and (2) Special Circumstances, it will be treatedas follows: (1) SPECIAL PROVISION If the applicationmeets one ormoreof the three criteria as set out at Special Provision above, Educational Evidence (as definedaboveunder theheading Educational Evidence) will be considered. ACEAscorewill then be assigned. Circumstances as outlinedabove, Special Circumstancesmust be contemporaneous to the child sitting theAQECEA tests. An additional considerationof the already assignedCEAscore throughSpecial Provisionwill not be consideredunless there is contemporaneous evidence, which shows that all the educational evidenceprovidedhas been impactedby theseSpecial Circumstances. It is therefore, in respect of anapplication for both Special ProvisionandSpecial Circumstances, the responsibility of theparents toprovide Educational Evidence (as defined (2) SPECIAL CIRCUMSTANCES In respect of a further considerationof Special
The InformationCommissioner’s websitewww.ico.gov.uk contains guidance for parentswith regard to howtoaccess informationheldby schools in relation to their child. It is the responsibility of the parents toattach the requested information toFormSC21. DUTY TO VERIFY TheAdmissionsCommitteeof theBoardof Governors reserves the right to require additional informationor evidence, for example educational information, todetermine, support or verify informationon theTransfer Form. Theprovisionof falseor incorrect informationor the failure to provide informationwithin the deadlines set by theSchool can result in thewithdrawal of aplace and the inability tooffer aplaceon thepart of any school nominated on the applicant’s Transfer Form. Whenconsideringwhichchildren shouldbe selected for admission, theBoardof Governorswill only take intoaccount information which is detailedonor attached to theTransfer Form. Parents should therefore ensure that all informationpertaining to their childand relevant to theSchool’s AdmissionsCriteria is statedon the Transfer Formor attached to it.
problemswereunable to participate inany of the assessments.
Note: It isexpectedthatall those seekingadmissionshouldsit the CEA,withtheexceptionof those childrenwhotakeupresidence inNorthernIrelandafter September2021. Parentswhowishtoapply to the School underSpecial Provision shouldcontact theSchool as soon aspossible. Inaddition, theyshould completeFormSC21, obtainable fromtheSchool orAQE (www.aqe. org.uk), stating theprecisereason why theybelieve thechild iseligible for considerationunderSpecial Provisionandprovideappropriate independent documentary evidence. Acopyof SC21 andall the documentaryevidenceshouldbe attached to theTransferForm. TheAdmissionsCommittee of theBoardof Governorswill consider the application for Special Provision.WhereSpecial Provision is accepted, the following procedurewill apply: - theAdmissionsCommittee of theBoardof Governors will consider any assessment - theAdmissionsCommittee of theBoardof Governors will determine, on thebasis of all available assessment information, anappropriate score for the child. The child will thenbe consideredwith all other childrenwhohave receivedaCEAscore and the admissions criteria applied. information, including the child’s score in theCEA, if completed;
aboveunder theheading Educational Evidence).
TheAdmissionsCommitteeof theBoardof Governorswill not adjust amark solely on thebasis of statementsmadebut not supportedby evidence.
WAITING LIST POLICY If a vacancy arises and is tobe filled duringYear 8 thenext applicant on theoriginal transfer list rankorder will be contacted. This list does not transfer automatically into applications for other year groups. YEARS 9 ONWARDS For applications for aplace in years other thanYear 8parents must complete and return the Application forAdmission form, availableonwww.wallacehigh. org/about/admissions-criteria/ admissions-non-yr8/ CRITERIA FOR ADMISSION TO The criteriaused toestablisha rank order of applications is published onwww.wallacehigh.org/about/ admissions-criteria/admissions- non-yr8/ Please refer to the school website for guidanceonadmission toSixth Form. https://www.wallacehigh. org/about/admissions-criteria/ admissions-non-yr8/.
PRIMARY SCHOOLS FROMWHICH THE SCHOOL HAS RECEIVED PUPILS IN THE LAST FIVE YEARS
For applications for a place in years other than Year 8, parents must complete and return the Application for Admission form, available on www.wallacehigh.org/about/ admissions-criteria/admissions- non-yr8/ The criteria used to establish a rank order of applications is published on www.wallacehigh.org/about/ admissions-criteria/admissions- non-yr8/ Please refer to the school website for guidance on admission to Sixth Form. ANAHILT BALLINDERRY BALLYCARRICKMADDY BALLYMACASH BALLYNACRICKETT BROOKLANDS BROWNLEE CARNTALL CARR CARRICK DOWNSHIRE DROMARA DROMORECENTRAL DRUMLININTEGRATED DUNMURRY
LISBURNCENTRAL MAGHABERRY MARALINVILLAGE MCKINNEY (DUNDROD) MEADOWBRIDGE MOIRA OAKWOOD INTEGRATED OLDWARREN OURLADYQUEENOFPEACE PONDPARK RIVERDALE ROWANDALE INTEGRATED SEYMOURHILL SPA ST JOSEPH’S (CRUMLIN) ST JOSEPH’S (LISBURN) STMARY’S (DERAMORE) STRANMILLIS TONAGH VICTORIACOLLEGEPREP WALLACEPREP WARINGSTOWN WILLIAMPINKERTONMEMORIAL STALOYSIUS’ STCOLMAN’S
FAIRHILL FAIRVIEW FINAGHY FORTHILL INTEGRATED
FRIENDS’ PREP HARMONYHILL KILLOWEN KING’SPARK KNOCKMORE LARGYMORE
APPLICATIONS AND ADMISSIONS YEAR ADMISSIONS NO
TOTALAPPLICATIONS i.e. All Preferences
2019/20 2020/21 2021/22
170 170 170
267 292 430
176* 180** 178***
* Includes 5SENchildrenand 1 childadmittedunder ECB ** Includes 3SENchildren, 6additional spaces byDENI under TemporaryVariation, and 1 childadmittedunderAppeal. *** Includes 2SENchildren, 2 childrenadmittedunder ECBand4additional spaces byDENI under TemporaryVariation.
For 2021/22Year 8admissions, theBoardof Governors applied itsCovid Criteria, usingnon-academic criteria for selection.
A2 RESULTS 2021 (% of Pupils achieving Grades)
% A* 27 20 21 21 33 15 33 83 7 20 18 6
10 59 19 33 6 15 6 6 30 10 11 16 49 8 48 11 2 1 18 17 20 17
72 58 63 63 83 50 33 100 50 55 63 65 45 100 0 56 40 50 73
90 93 89 88 100 88 100 100 90 100 100 94 98 100 88 100 100 0 78 94 100 76 100 84
100 100 100 97 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
ART BIOLOGY BUSINESSSTUDIES
NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA EDEXCEL NICCEA NICCEA NICCEA NICCEA NICCEA NICCEA
100 100 100 100 100 100 100 100 100 100 98 100 100 0 100 100 100 94 100 84
ENGLISH FRENCH FURTHERMATHEMATICS GEOGRAPHY GERMAN HE HEALTHANDSOCIALCARE HISTORY INFORMATIONTECHNOLOGY MATHEMATICS MOVINGIMAGEARTS MUSIC MUSICTECHNOLOGY
22 25 23 0 100 0 28 18 20 12
PHYSICS POLITICS RELIGIOUSSTUDIES SOFTWARESYSTEMSDEVELOPMENT SPANISH TECHNOLOGY
41 65 29 80 67
Distinction Merit Pass
DoubleDistinctionStar (D*D*) Distinction Merit 3 1 2 1
SUMMATIVE INFORMATION A2 RESULTS 2021
% PUPILS ACHIEVING
58 92 99 99
A* - A A* - B A* - C A* - D
3 OR MORE A* – C
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