[Thomas Tallis School]

The school is named after thesixteenth century composerThomas Tallis, sometimes called thefather of English church music.Little is known of his life before1540, when he became one of theroyal organists. He served fourmonarchs - Henry VIII, Edward VI,Mary and Elizabeth I, and came toGreenwich when the court was inresidence at the Palace. Apart froma few songs he mostly wrote sacredmusic. He spent the last years of hislife in Greenwich and when he diedin 1585 was buried in St. Alphege'sChurch.

The school badge was designedto represent the black and whitenotes of a keyboard, to link ussymbolically with Thomas Tallis themusician.

Thomas Tallis is now a well-established and widelyrespected comprehensive school in Greenwich. Theaccommodation was purpose-built and has goodfacilities for all areas of the curriculum. We havespacious grounds which allow us to have mostPhysical Education activities on site. The school isideally situated to serve a fairly wide and sociallydiverse community and thus is truly comprehensive.

Good facilities help but do not make a school.More important are the policies and long-term aimsof the staff, for these determine how the children aretreated and what opportunities are provided.Thomas Tallis has a well-thought out and com­prehensive list of aims and objectives which can besimplified into one - to give all children equal op­portunities to develop their talents and take ad­vantage of all the school has to offer within a caringand supportive society. The staff are totally com­mitted to the Authority's policies on equal op­portunities and justice for both boys and girls andpupils from ethnic minorities. Girls are positivelyencouraged in the traditional male areas of thecurriculum and we have positive multi-ethnic andanti-racist policies which are firmly upheld.

Our organisation and teaching methods stem fromour basic aims. We do not label children when theycome in, but in the lower school teach largely inmixed ability groups, with additional help providedfor children with special needs - including those forwhom English is their second language. In the MiddleSchool while maintaining a large common curriculumelement we offer additional choices which allowpupils to have individually tailored programmes. Wenow have a flourishing Sixth Form and, through aconsortium of local schools can offer a wide choice

of courses for those who continue their educationbeyond 16.

We emphasise good pastoral care, which we feelcannot be achieved without the closest and mostopen relationship with parents who are alwayswelcomed into the school. We offer a unique op­portunity for parents and others to see us as we reallyare by holding 'open house' every Wednesdaymorning when visitors can go freely around thes~hool and can even drop into classes. The ThomasTallis School and Parents Association gives us ex­cellent support.

Our curriculum is progressive and we are usually inthe fore-front of new developments. But we neverforget the importance of basic skills as the foun­dation for other curriculum work. Within the schoolwe encourage an atmosphere of informality andfriendliness without abandoning efforts to achievehigh standards of courtesy, politeness andbehaviour. We expect children to accept theoverriding rule of consideration for others - bothindividuals and groups.

With a Youth Centre and Adult Institute on site,the school is in many ways a centre for the localcommunity. This brochure will give you a generalidea of our school life. To find out more - why notvisit us one Wednesday morning?

YOUR CHILDThe transition from Primary to Secondary School isan important stage in a child's life. Suddenly "yourchild" is expected not only to leave behind manychildish ways, but to assume far greater in­dependence and responsibility for him or herself;from being the V.1. P. ofthe Primary School the pupilis again at the bottom of the ladder. Because ofspecialist teaching areas, pupils move around theschool; for most lessons they will have specialistteachers. Life is very different from the comparativesecurity known before.

From the first day it is vital to establish a goodroutine and the right attitude to work; these areessential if "your child" is to attain his or her fullacademic potential. Homework is school policy: forthis children need the right atmosphere and en­couragement from parents. An average of one hour'sassignments will be set each evening in the first year.

The grouping of pupils is explained in the flowdiagram. Even though we have over one thousandtwo hundred pupils, "your child" will be as wellknown by a group of teachers as he or she would bein a smaller school. The Tutor is the guardian of theacademic, personal and social development of thirtypupils of all abilities and from all backgrounds. It isthe Tutor to whom each child should turn first for

guidance. The Tutor wil move up through the schoolwith the group: so too, will the Year Head. TheDeputy Head Pastoral works very closely with theYear Heads and Tutors and, when necessary,concerted action can be taken.

Our policy of home-school co-operation is laun­ched during the final term at the Primary School.Parents and children are interviewed, by ap­pointment, by the Headmistress Mrs. Husain, one ofthe Deputy Heads or the Year Head. These in­terviews have proved of immense value inestablishing the good relationships we need forpupils to settle quickly and to work successfully.Subsequently the Year Head and Deputy HeadPastoral visit most of the Primary Schools for moreinformal meetings with the pupils who have so manyquestions and so many worries.

We encourage and expect two-way com­munication between the home and school. From ourexperience we know that it is in the first year thatpatterns of attendance and punctuality, behaviourand diligence are established. We really care about"YOUR CHILD". We demand high standards ofbehaviour and academic application. Thomas Tallis isa good school: it will remain so for all of us only if wepull together.

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ASSESSMENT AND PROFILES

Believing that a pupil's all-round academic andpersonal development cannot be described simply bymeans of marks in tests and examinations, theschool has a well-established profiling system.Learning attainments and personal qualities arejudged by each teacher and are recorded on a profileform, which parents are invited to see and discuss.

Teachers regularly assess the progress of pupilspreparing for public examinations and parents areinformed by letter. This enables the school to giveearly warning of any failings in attendance,homework and application, so that there can be thefullest cooperation between the school and the homein the best interests of the pupil.

All of this is in addition to the detailed annualreports which are provided for parents.

THE SIXTH FORMThe Sixth Form is an open one, in that no formal

entry qualifications are required. All that is needed isa genuine commitment to a selected course of study.Pupils therefore return to the school needing widelydiffering curriculum and timetable provision. To meetthese varying needs the curriculum offer providesboth two-year'A' level courses, for those thinking ofgoing into higher education or professional training,and one-year sub 'A' level courses, for those whowish to improve their qualifications, either then toleave school or to begin a two-year course at 'A'level. The timetable is now flexible enough to enablea mix of, say, two 'A' level and two sub 'A'levelsubjects to be taken.

As part of the sub 'A' level provision several linkcourses have been established between the school

and local colleges of further education. An extensionof subjects - including minority subjects ­available, the opportunity to take less usual com­binations of subjects, and the advantages of beingtaught in larger groups, are all made possible by theSchool's links with Eltham Green School, Eltham HillSchool, and Crown Woods School in the South EastConsortium. Under the consortium arrangements,Sixth Formers have a choice from four curriculumoffers, and where they choose to take a subject atanother school, taxis are provided.

The purpose of the Sixth Form is not, of course,restricted to the gaining of better qualifications.Sixth Formers are given more freedom andresponsibility, which helps in their social develop­ment. Elected officers and committee members ofthe Sixth Form Society not only organise anythingfrom duties to parties, but also meet with staff todiscuss problems and initiatives.

The Sixth Form are accommodated in their ownarea on the second floor. As well as small teachingrooms there is a Common Room, with a coffee bar,and a Silent Room for private study.

Arguably the most important aspect of the SixthForm is that it enables people to improve their pre­vocational and academic qualifications. To this endregular assessments are made of present motivationand attainment and future potential. It is thereforequickly recognised when someone is not workinghard enough. When on the few occasions thishappens consistently, parents are involved indeciding whether or not it would be wise for theSixth Former to continue at school, since the soleand accepted requirement of "genuine com­mitment" would appear to be lacking.

SCIENCE

The Science Faculty considers it important that allpupils gain experience and confidence in the use ofscientific processes. Consequently all first andsecond year tutor groups are taught science for 4periods a week. The course is based on the Nuffieldteaching schemes, which place the emphasise onexperiment and learning scientific ideas through first­hand experience.

In the third year science is divided into its threemain subjects: Biology, Chemistry and Physics. Inthe first three years all pupils follow precisely the

same course which is a grounding for continuedstudy in the Upper School.

In the fourth and fifth year pupils may choose tocontinue either one or two science subjects. Sub­jects offered at present are Physics, Biology,Chemistry, Electronics and General science. Allcourses can lead to an examination qualification at16+.

The sixth form offers science at Advanced Level,as well as one-year courses leading to vocationalqualificatons. The vocational qualifications includeBusiness and Technician Education Council, level 1in conjunction with South East London College,Electronics and City and Guilds Science FoundationCourses.

MODERN LANGUAGES

The learning of a foreign language is theacquisition of a skill of a skill of communication. Wewish to offer this opportunity to all pupils in theschool, and during their first three years they willlearn French using the Eclair and Longman courses.Those who show a certain aptitude may start anotherforeign language in the second year, and at presentthese languages are German or Italian.

All languages are taught by direct method with theemphasis being placed at first on the spoken workand comprehension. Much use is made of audio­visual apparatus and our foreign Languageassistants. Initially the children learn the languagerather than learn about it.

During the third year pupils have to chose thesubjects which they will take to examination level inthe fifth year. It is important that most studentschoose a foreign language amongst their options,and therefore a wide choice is offered by the ModernLanguage Faculty. All three languages are offered atC.S.E., '0' level and 'A' level.

We also provide a range of opportunities for pupilsto travel to Europe. Firm links have been establishedwith a school in Rouen and another in Berlin andyearly exchanges are organised. We also have ashort residential stay in Dieppe for the second yearsand day-trips to Boulogne for the first years.

There are no short cuts to learning a language, butwe hope that pupils will become aware of thepleasure to be derived from the acquisition of such askill, and the enriching effect it can have on theirwhole lives.

HUMANITIES

In the first two years pupils follow a course whichintegrates Geography, History, R.E. and the SocialSciences. Pupils work on themes designed to in­troduce ideas and skills to be revisited later in theschool. Special emphasis is placed on collaborativelearning methods, language development andresearch skills. In the third year pupils are introducedto the separate subjects in preparation for theiroption choices for the fourth and fifth yearexamination courses. '0' level and C.S.E. coursesare offered in Economics, Geography, History, R.E.Sociology, combined Social Sciences, CommunityEducation and Business Studies. The CommunityEducation course includes work in the Community inold peoples homes, playgroups etc. There is a non­examination course in combined humanities. Sixthform pupils can take two year advanced level coursesin Economics, Geography, History, Politics andGovernment and Sociology while one year coursesare available in Philosophy, Commercial subjects,Geography, History and Social Science. The Facultyplaces great stress on the use of direct evidenceusing original sources, fieldwork, investigativemethods and the collaborative approachesdeveloped in the lower school. The overall aim is toencourage enjoyment and participation in learning,to cater for the full width of interest and needs ofpupils and to concern ourselves with issues whichare relevant in a modern world such as human rights,development, race and equal opportunities.

LIFE STUDIES

In the Fourth and Fifth Years students follow acourse which is designed to prepare them forcitizenship and adulthood. It is taught by members ofstaff from different Faculties who are committed tothe belief that education means much more thanpassing exams. Participation, discussion and a widerange of approach, are encouraged. The Units of theCourse are:-

Careers GuidancePoliticsHealth EducationMoral IssuesPlanning for LeisureInformation Technology

ENGLISHMUSICAND DRAMA

The three subjects taught in this Faculty are taughtseparately, but there are close links betweendepartments who liaise for particular projects.

In the first three years English is taught in mixedability classes. Children are encouraged to writeconfidently in as many ways as possible, with anawareness of audience and the purpose of thewriting task. The emphasis with reading is on theenjoyment of fiction. Classes read books together,and weekly library lessons encourage the habit ofprivate reading. There are class libraries in all Englishrooms and a further incentive is the bookshop, runby the Faculty, which sells a wide range of literature.

The important skills of talking and listening are alsodeveloped. Pupils discuss in small groups, learn toargue logically and to express opinions. Theybecome aware of the power of the spoken word andof the importance of positive listening. Children whohave difficulty with the basic skills of reading andwriting are withdrawn for special help and can besupported by a Special Needs teacher in theclassroom.

In the fourth and fifth year pupils follow one ofthree possible courses: CSE. English, or '0' levelEnglish Language, or a course leading to '0' levelEnglish Language and '0' level English Literature.We have chosen courses which follow on logically

from work done in the first three years in order toprovide continuity. Both the CSE and the '0' levelEnglish Language are 100% coursework, whichmeans that, instead of an examination, students areassessed on a folder of work, written during thecourse.

As well as these English courses the Faculty offersfourth and fifth years the opportunity to study FilmStudies, a CSE course which encourages anawareness of genre in film, the star system and filmtechniques. In the VI form pupils are able to followeither a very popular and enriching one year course inEnglish leading to the Certificate of ExtendedEducation or a two year English Literature 'A' level.Facilities within the Faculty are excellent. They in­clude a film projection room, television, video­recorder, cassette tape recorders and a largeselection of books, videos and classroom materials.These are housed in the Faculty planning roomwhich is next to the English rooms and close to thelibrary.

MUSIC

Named as it is after one of England's greatestcomposers the school takes its music very seriously.All children study various aspects of music in the firstthree years, from formal notation to creative com­position. In the fourth year and above there is theoption of further study including examinationcourses at C.S.E., '0' and 'A' levels.

Many children take up an instrument and there is alarge team of specialist teachers. We now have aSteel Band as well as a Concert Band and variousother groups. The musicians give regular concertsand take a full part in school productions. From timeto time we also organise musical school journeys';Inverliever Lodge in Scotland being a favouritehaunt. Music encompasses a huge range of interestsand activities. Enthusiasm and determination are thequalities needed to join fully in the school's musicallife.

DRAMADrama is well established both as a curriculum

subject and extra curricular activity. It is based in avery well equipped suite of rooms, centring on apurpose built studio theatre seating 160 with an up todate light and sound system.

Drama is taught to all pupils in the first 3 years asboth an aesthetic and creative discipline and amethod of learning for other disciplines includingEngish and Humanities. Great emphasis is placed onthe social and organization skills that drama en­courages.

In the 4th and 5th Year we have our own Mode 11/C.S.E. examination course which caters for allpupils. In the 6th Form we offer '0' level Drama and'A' level Theatre Studies.

We have a very well established but flexiblepattern of regular productions including school, 6thForm. C.S.E. examination and dance. Pastproductions have ranged from A Knight of TheBurning Pestle through Peer Gynt to SpringAwakening and The Threepenny Opera. We haveevolved our own style of creative production but alsovalue to scripted play. All productions are seen as anintegral part of the department.

Also we provide regular professional theatreexperience for all pupils. Both matinee and eveningvisits are organized to The West End, NationalTheatre, Royal Shakespeare Company and localTheatres. We also have regular groups coming intoour studio ranging from The National Theatre toWoman's Theatre Group.

Drama both as a participating and audience ac­tivity has come to be enjoyed by many pupils andstaff and we hope to maintain our high standards.

MATHEMATICS

The broad aims of the Faculty are:

(j) to develop a framework of basic factualknowledge in Mathematics together with theskills and techniques needed to apply thisknowledge.

(ij) to promote an understanding of fundamentalconcepts and principles of mathematicalreasoning and processes;

Oii) to stimulate interest, enjoyment and confidencein the subject.

Pupils enter the school with a rich diversity ofdifferent mathematical experiences developed in thePrimary schools. Mixed ability groupings are used inthe first-year course allowing every pupil the op­portunity to make a fresh start; to develop new skills;to consolidate previous knowledge. Pupils withspecial difficulties are withdrawn for more intensivecoaching-.

During this period, great care is taken to assessreliably the performance of each child and a com­prehensive profile is built up. On the basis of thisinformation, homogeneous ability groups are thenconstructed, though the progress of each pupil isconstantly monitored so that necessary changes ofgroup can be made. Regular homework is expectedfrom pupils in all years.

By the start of the Fourth Year most pupils will befollowing either a C.S.E. or an '0' level course. Forthose on the "borderline", the final decision as towhich examination they enter is delayed until theFifth Year.

In the Sixth Form 'A' level Mathematics andComputer Science are offered, and for those who

wish to specialise, 'A' level Further Mathematics canalso be studied. One-year Sub 'A' level courses inMathematics and Computer Studies are alsoavailable.

Mathematicians of all ages are encouraged to doextra work at lunchtimes or in the evening at thethriving Mathematics and Computer Clubs.

D.A.C.A.These are the initials used to denote the Faculty of

Design & Creative Arts an area which embraces Art,Ceramics, Design and Technology, GraphicalCommunications, Home Economics, ChildDevelopment and Textiles. There are also links withlocal Technical Colleges where pupils follow coursesin Motor Vehicle Engineering and Building Con­struction. Purpose built accommodation enablespupils and staff to work within the confines of asingle room or to spread out into adjacent rooms ifneeds dictate. The provision of open plan andsegregated areas allows for both individual and teamteaching.

All pupils in the lower school, that is years one tothree, follow an educational programme which in­troduces them to as many of the varying disciplinesas possible during their 4 periods within the Facultyeach week. During these formative years great

emphasis is placed on achieving the highest possiblestandards of work presentation of which a pupil iscapable including written work. Commonassessment procedures are used thus enabling theprogress of a pupil to be judged irrespective of theparticular discipline he or she is following.

In the Upper School pupils opt for courses of studyleading to examination level but provision is made forthose who prefer not to take examinations. All thesecourses build on foundations laid in the LowerSchool.

Sixth Form provision within the Faculty isdesigned to enable pupils to complete courses ofstudy commenced in the Middle School or to embarkupon new courses, impossible before owing totimetable restrictions. The aim is to give a soundeducation which will equip the pupil for present dayliving and provide the basis for further studies whenrequired.

PHYSICALEDUCATION

The programme in Physical Education covers awide variety of activities and we are fortunate atThomas Tallis in being able to accommodate virtuallyall of them on our own school site.

Our facilities are good and include a purpose builtSports Hall, Gymnasium, Activities Hall and Pavilion.Outdoor games enjoy quite extensive playing fieldswhich are large enough to provide four full-sizewinter games pitches and a permanent cricketwicket. In addition the school is equipped with theusual athletic field event facilities, tennis and cricketnets. This picture is completed by two tarmac areascomplete with flood-lighting which ensure activity ineven the poorest weather.

The five full-time P. E. staff all take an equal sharein the teaching programme and are supplemented byother teachers within the Upper School time-tablewho contribute their own special skills to the optionprogramme.

Pupils are allocated two hours and twenty minutesof P.E. each week in the first three years and this isequally distributed in two double sessions. In theUpper School the allocation is one hour and tenminutes. Whilst the available time is not great theprogramme is organised during the afternoon sessionso that staff can start their activities during the lunchbreak and finish after school. Senior pupils can,therefore, start off-site activities at 1.00 pm. andreturn at 4.00 pm.

During their time at Thomas Tallis pupils cover allthe major games and also various minor sportingactivities. By the end of the first three years pupilswill have experienced soccer, hockey, netball, rugby,basketball, cricket, rounders, gymnastics, volleyball,softball and athletics. In the Senior School pupilschoose their activities from options which in additionto those above can include canoeing and cycling.

The development of team activities has reached agood standard and a number of individual pupilshave gained representative honours at district,county and national/evel. There is ample opportunityfor pupils to take part in inter-school and interyear /tutor groups activities.

SPECIAL NEEDSWe have a suite of specially resourced rooms,

including a separate unit, designed to meet in­dividual children's needs. Children can receive helpof many different kinds either in small groups or one­to-one. They receive help in reading, writing,spelling, curriculum work and social skills. There is astrong counselling aspect to all our work.

Outside specialists in reading and handwriting also

visit the school regularly to assist children with themost severe difficulties.

We believe that provision for children's specialneeds extends thoroughout the school, and wetherefore work closely with subject teachers tosupport both teaching and learning within theclassroom.

The close involvement of parents is essential to ourwork and we are developing a PACT home readingscheme, which has been highly successful in im­proving reading standards.

THE LIBRARY

The school library aims to provide information tostaff and pupils at every level, both to supportcurricula activities and, as far as possible, outsideinterests. To fulfil this aim, the library has ap­proximately 20,000 volumes and subscribers to a largenumber of magazines and newspapers. The audiovisual collection is beginning to grow with records,slides, and a comprehensive file of newspapercuttings.

Each group from the first to third year has a lessonin the library each week, when they have the op­portunity to change their books and then read.Additionally, each year has two lunchtimes whenthey can use the library, as well as after school mostevenings. First years are taught to use the libraryduring their first term at the school.

SCHOOL JOURNEYSThomas Tallis School has a wide programme ofSchool Journeys, which we believe greatly influencethe educational and social development of the pupils.

For first year pupils the aims are two-fold: firstly toprovide residential experience, and for many childrenthis will be the first time away from home: secondlyto pursue exciting and adventurous courses inHumanities, English, and Art on a more practicalbasis and in a different environment.

We use either one of the I.L.E.A. Rural Centres, orInverliever Lodge in Scotland.

Second year pupils may also spend a week inDieppe.

During the third and fourth years, many pupilsmake exchange visits to France and Germany. Theseoffer exciting opportunities to attend foreign schoolsand to benefit from having to speak anotherlanguage in normal family situations.

In the third year potential mountaineers attendsessions at the Tyn-y-berth climbing centre in Wales.Ski-ing is popular and is one of the flourishing leisureactivities arranged during school holidays. This andthe School Journey for musicians are open to pupilsfrom all age groups.

For fourth year pupils various field study trips arearranged. Course work in such subjects as Biology,Geography and History, carry a percentage of marksfor the '0' Level and C.S.E. external examinations.During the fifth year no journeys are allowed.

In the Lower Sixth, some pupils who are studying'A' Level subjects attend "Enrichment Courses"during the summer term.

We hope that every pupil will have experienced atleast one journey whilst attending Thomas TallisSchool.

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THOMAS TALLIS 21

SCHOOL