The Curriculum

From Year 7 up to Year 11, studies become increasingly subject - centred and are all taught by specialist teachers.

Subjects taught in Years 7, 8 and 9 (Key Stage Three) are: English Language and Literature (5 weekly periods of 40 minutes each)– these include teaching composition: Mathematics (5 weekly periods), arithmetic, algebra and geometry are taught simultaneously, year by year. History (3), Geography (3), Physics (2), Chemistry (2), Biology (2), French (3), Spanish (6), Latin (Cambridge Latin Course) (3), Art and Design (painting, drawing, modelling, history of art) (2), Music (2). Information Technology (2). There are also classes of Extra English for those who need it from Year 9 to Year 11.

In Year 10, English, French, Mathematics, Spanish, Geography, History and P.E. continue to be compulsory subjects. Pupils must do three of the following: Physics, Chemistry, Art, Latin and Music. In all subjects studied, they start a two-year preparation for the General Certificate of Secondary Education (GCSE) to be taken at the end of Year Eleven.

All pupils in Year 11 take the PSAT in October (the American Preliminary Scholastic Aptitude Test). This is a useful practice for those who may be applying to Colleges in the United States and will be taking the SATs. For the others, it is a useful experience to do a timed exam which also helps them to compare their progress with that of their classmates.

GCSE exams are taken at the end of Year 11.

Years 12 and 13

After passing at least five IGCSEs or equivalent, including English and Mathematics (or a Science) pupils proceed to Years 12 and 13, the last two years of secondary education.

In Year 12 they study for the Advanced Subsidiary examinations of the General Certificate of Education of Edexcel. The range of subjects that the School teaches is similar to that of the IGCSEs, except that Music is not offered but Economics is. Pupils normally take three to five subjects at this level.

In Year 13 pupils concentrate on three of the subjects they have taken in Year 12. Which subjects they choose depends partly on how they performed at AS and partly on what they hope to do at University.

When pupils have passed both an AS and an A2 in a subject they are awarded an A level.

Cultural field-trips and excursion

The School believes that group activities outside the classroom are not only culturally enriching but also that they make an important contribution to the development of personality and character. Knowing how to behave in a group, helping to organize activities, accepting the authority of the leader - all these play an important role in developing the individual as a member of society.

Many of the children have never had the experience of going to a play or concert, nor visited museums or archaeological sites before going with the School. The experience of spending a night, or weekend, with a group of classmates, away from parental control in a hotel or under canvas, plays a role in the personal development of a growing child in a way that even the most devoted parents cannot achieve alone.

Pupils of the Junior School visit farms (what an eye-opener it is to learn about animals on a farm!), the zoo, the mountains and lakes around Madrid. The Juniors visit the Roman site of Segóbriga whilst the Senior School annually visits Mérida: the geographers study the environment, the historians visit museums and places of historic interest whilst the Art and Music teachers introduce them to the wonders of the great art museums of Madrid and take them to youth concerts. The pupils themselves write newspapers in both French and English and take part in quizzes and debates. A Choir and instrumental Ensemble meet during lunch breaks. In this way, for many children who are not members of Spanish clubs and youth organisations the School becomes a Club centre at break-time and after school.

Ethos

Runnymede gives its pupils an academically excellent, all-round liberal, humanist education. It is committed to no political or religious dogma – its only dogma being absolute respect for individuals of both sexes and of all races, religions and political beliefs, which is a whole philosophy in itself, a moral code and a rule of conduct. Teachers are encouraged to stimulate thinking and discussion about absolutely any subject, always bearing in mind the sensitivity of youth but without indoctrinating children in their personal attitudes.

A necessary background to all this rich variety of activity is discipline conceived as respect for oneself and others. Since children spend a great deal of their waking hours at school, the atmosphere there plays an important part in forming character and habits. Standards of conduct and appearance suitable to a place of learning are expected and uniform is worn for this reason except in Years 12 and 13. The importance given to good conduct and morals include the concept that to cheat or copy is a form of deceit and theft and utterly dishonest. And the concept of fair play – learning to win without gloating and to lose with good grace, to accept the decision of the appropriate authority, be that of the referee in sport or the teacher in class, and to derive satisfaction from having done one’s best even when others have done better.