Job Archives
In music at Nobel students will develop the confidence to sing, play and create music. Through this they will experience a wide range of music from different times and cultures. Listening, performing, and composing work together to allow students to understand, appreciate and create music throughout their time at the school. Music is offered at GCSE and A Level, giving students a chance to develop their performance and composition skills, and to continue to develop into excellent musicians.
There are a number of extracurricular music clubs available for all year groups, giving students plenty of extra opportunities for making music. In addition, there are a number of performance opportunities throughout the year, with a programme of school productions and concerts in which students can share their talents with a wider audience.
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Long Term Plans
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Purpose of study (National Curriculum)
A high-quality physical education curriculum inspires all students to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for students to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help embed values such as fairness and respect.Aims
The national curriculum for physical education aims to ensure that all students:- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained periods of time
- Engage in competitive sports
- Lead healthy, active lives
Key Stage 3
Students should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.Key Stage 4
Students should tackle complex and demanding physical activities. They should get involved in a range activities that develops personal fitness and promotes an active, healthy lifestyle. At Nobel the physical education department is a thriving department offering a wide range of activities at key stages 3 & 4 which include:- Invasion games (netball, football, rugby, hockey)
- Net and wall (tennis, badminton, table tennis)
- Striking and fielding (rounders, softball, cricket)
- Athletics
- Gymnastics
- Outdoor Adventurous Activity
- Health related fitness (fitness suite)
- OCR GCSE PE
- OCR Cambridge National Sports Studies
- OCR Cambridge Technical Level 3 Extended Certificate in Sport and Physical Activity
- OCR Cambridge Technical Level 3 Diploma in Sport and Physical Activity
Long Term Plans
Click the links below to view PDFs [ut_one_fourth]Core Pe
- Year 7 – PE and Sport
- Year 8 – PE and Sport
- Year 9 – PE and Sport
- Year 10 and 11 – PE
- Year 12 and 13 – PE
Exam Courses
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The Nobel Linguist…
Learns through interaction with others; Imagines, creates and plays with language; Never worries about mistakes; is confident and takes risks; Gets pleasure from using language; enthuses about it; Uses every opportunity to express new ideas; is Internationally aware and explores other cultures; Shows passion and curiosity for languages and is… Tenacious.Course Aims
At Nobel, the study of modern foreign languages is based on a robust curriculum that leads to the effective development of the four skills (listening, reading, speaking & writing), holistic learning as well as intercultural awareness and communication. Students are provided with a range of opportunities to:- Develop their curiosity and understanding of the world.
- Learn and progressively master the vocabulary and the grammar specified in their content of study.
- Increasingly develop the ability to speak spontaneously, fluently and confidently in situations of real communication.
- Develop the ability to write at varying lengths for different purposes, progressively improving the accuracy of their spelling and that of the grammatical structures they use.
- Acquire translation skills needed for their exams and future jobs as well as a variety of other skills that will enable them to develop as linguists and become proficient users of the languages they study.
- Foster their desire to read literary texts, listen or view authentic material in order to develop their linguistic repertoire and for their own enjoyment.
General Course Content
Year 7
Students start in Year 7 with one of French, German or Spanish. Half of the year group study one of these languages while the other half study another. If there is any reason a student should learn a specific language (e.g. family members who speak the language or live in a country where the language is spoken) then this should be communicated to the school before students start in Year 7. We will do our best to accommodate the request, if it is possible. Students are given appropriate transition provision at the beginning of Year 7 in order to aid their induction into secondary school. In Year 7 students start to study topic areas such as: Me, my family and friends, free time activities (cinema, music, sports), and food and drink. These modules will be revisited and extended in year 9. Alongside these modules, students in Year 7 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.Year 8
All students will continue with the language they studied in Year 7 to build their knowledge and confidence of vocabulary and grammar. Most students are in mixed ability classes in Year 8, with the exception of a top set and nurture group for each language. In Year 8 students start to study topic areas such as: Home, town, neighbourhood and region, Travel and tourism, My studies and Life at school/college. These modules will be revisited and extended in year 10. Alongside these modules, students in Year 8 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.Year 9
All students will continue with the language they studied in Year 8 to build their knowledge and confidence of vocabulary and grammar. Most students are in mixed ability classes in Year 9, with the exception of a top set and nurture group for each language. In Year 9 students revisit and extend topic areas such as: Me, my family and friends, free time activities (cinema, music, sports), and food and drink. They will also study the new topic of marriage. Alongside these modules, students in Year 9 are expected to expand their knowledge of language and culture by reading texts from the department’s library or online, listening to music or a podcast, watching a film or series, and completing supercurricular activities.Curriculum Plans
Click the links below to view PDFs [ut_one_fourth]French
- Year 7 – French
- Year 8 – French
- Year 9 – French
- Year 10 – French
- Year 11 – French
- Year 12 – French
- Year 13 – French
German
- Year 7 – German
- Year 8 – German
- Year 9 – German
- Year 10 – German
- Year 11 – German
- Year 12 – German
- Year 13 – German
Spanish
- Year 7 – Spanish
- Year 8 – Spanish
- Year 9 – Spanish
- Year 10 – Spanish
- Year 11 – Spanish
- Year 12 – Spanish
- Year 13 – Spanish
![Boy holding geometric shape](http://thenobelschool.org/wp-content/uploads/2015/06/maths-boy-hc.jpg)
Long Term Plans
Click the links below to view PDFs [ut_one_third]- Year 7 – Mathematics
- Year 8 – Mathematics
- Year 9 – Mathematics
- Year 10 – Mathematics Foundation
- Year 10 – Mathematics Higher
- Year 11 – Mathematics Foundation
- Year 11 – Mathematics Higher
- Year 12 – Mathematics
- Year 12 – Further Mathematics
- Year 12 – Use of Mathematics
- Year 13 – Mathematics
- Year 13 – Further Mathematics
- Year 13 – Use of Mathematics
IT and Computer Science
The aim of the IT department is to introduce the students to the exciting world of IT. The technology world is ever changing and as a department we look to update our curriculum to match the needs of the students. The Key Stage 3 programme is designed to introduce the students to new topics, such as Programming, Animation, Networking, E-Safety and the use of industry standard software. The curriculum has been recently updated to incorporate the need to deliver Computer science; as a result the department are looking to create links with Primary Schools and Local Businesses to aid the transition from Primary School, through Secondary school and into work. They will learn vital skills to prepare them for the demands of the wider world and prepare them to continue with ICT at KS4, deciding on their own path through IT, whether it be through vocational subjects or GCSE Computer Science. IT at KS4 is an option subject for students and currently the students can study BTEC First in IT and Creative Technology. The students are taught over 3 lessons a fortnight. This course is based on 75% coursework and an exam worth 25% of the final grade. The aim of the course is to introduce the students to the most up to date technologies and get the students to use their creative sides to make Apps, Websites and Animation. There will be further development when the department introduce GSCE Computer Science in September 2014. At KS5, currently the department offer a BTEC National in IT. The students will complete six units of work over the two years. The units will develop the students understanding of how to use ICT in the Business world, with links being developed with local companies.Long Term Plans
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Long Term Plans
Click the links below to view PDFs- Year 7 – Geography
- Year 8 – Geography
- Year 9 – Geography
- Year 10 – Geography
- Year 11 – Geography
- Year 12 – Geography
- Year 13 – Geography
![Boys viewing computer](http://thenobelschool.org/wp-content/uploads/2015/06/boys-computer-hc1.jpg)
Long Term Plans
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- Year 10 – Business
- Year 11 – Business
- Year 12 – Business A Level
- Year 13 – Business A level
- Year 12 and 13 – Level 3 OCR Technical Qualification in Business
Health and Social Care
- Year 10 – Health and Social Care
- Year 11– Health and Social Care
- Year 12 – Health and Social Care Diploma (Level 3 OCR Technical Qualification)
- Year 13 – Health and Social Care Diploma (Level 3 OCR Technical Qualification)
- Year 12 and 13 – Health and Social Care Extended Certificate (Level 3 OCR Technical Qualification)
Psychology
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[ut_one_half]Welcome to the English Faculty at Nobel. We are a teaching team committed to fostering a love of reading, writing and discussion. Our schemes of work are designed to develop and stretch these skills and encourage serious thought about literature, the world around us and the lives we lead.
Throughout KS3 (Years 7, 8 and 9) students are taught in mostly mixed ability classes and engage in a spiralling English curriculum that builds on the skills learnt at primary school and introduces those vital for GCSE success. Our KS3 schemes of work are varied and challenging; students experience a wide range of texts and media in their English lessons and are encouraged to respond both critically and creatively.
In the final term of Year 9, students begin their two year AQA GCSE course leading to two English qualifications: English language and English literature. This is an exciting course that introduces the students to some brilliant writers and the contexts in which they were writing. In Years 10 and 11, now in sets, students continue with the course; students are taught valuable exam technique, how to read critically and write effectively for different purposes.
We are very proud to offer four post-16 qualifications: A level English literature, A level English language and literature and Level 3 Cambridge Technical in digital media and A level film studies.
Students in all key stages are offered a number of extra-curricular activities and learning opportunities outside the classroom to enrich their learning experience. These include creative writing club, competitive mock trials, book clubs, visiting poets and theatre trips.
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![Boy with hand up](http://thenobelschool.org/wp-content/uploads/2015/06/boy-handup-hc.jpg)
Long Term Plans
Click the links below to view PDFsEnglish
- Year 7 – English
- Year 8 – English
- Year 9 – English
- Year 10 – English
- Year 11 – English
- Year 12 – English Literature
- Year 12 – English Language and Literature
- Year 13 – English Literature
Art and Design
![Self portrait class](http://thenobelschool.org/wp-content/uploads/2015/06/self-portrait-class-hc.jpg)
Long Term Plans
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- Year 7 – Art and Design
- Year 8 – Art and Design
- Year 9 – Art and Design
- Year 10-11 – Art and Design
- Year 12-13 – Art and Design
Art Graphics
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[/ut_one_fourth_last]Design and Technology
![Teacher and boyon drawing board](http://thenobelschool.org/wp-content/uploads/2015/06/teacher-boy-drawing-board-hc.jpg)
Long Term Plans
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Product Design
[/ut_one_fourth] [ut_one_fourth]Food Preparation and Nutrition
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- KS3 Core Skills -Design and Technology
- Year 7 - Cell Tester
- Year 7 - Door Plaque
- Year 7 - Food
- Year 8 - Wind Chimes
- Year 8 - Food
- Year 9 - In the Box
- Year 9 - Food
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The Governing Body
Chair of Governors
Mr M ReahHeadteacher
Mr M HensonElected Parent Governors
VacanciesElected Staff Governor
Ms J MordauntPartnership Governors
Mr M Reah Mr J Kellett [/ut_one_third] [ut_two_thirds_last]![Nobel view from outside](http://thenobelschool.org/wp-content/uploads/2015/06/nobel-outside1.jpg)
Co-opted:
Mr B Facey Mr M Laws Ms R Odudu Ms W Parsley Mrs C Sutton Miss S Parr Reverend K Wood VacanciesLocal Authority Governor
Mrs C CrawleyAssociate Governors
VacanciesClerk to the Governors
Ms J Watts [ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="2023-24 Governor profiles" last="false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2024/04/Profiles-Nobel-School-Governing-Board-2023-24.pdf"][/ut_service_icon_box] [ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Governor Attendance Record 2022-23" last=false" target="_blank" url="https://thenobelschool.org/wp-content/uploads/2023/10/Governor-Attendance-2022-2023-.pdf"][/ut_service_icon_box] [/ut_one_third] [ut_two_thirds_last]Financial information
Governors have a responsibility to monitor the school budget, which is managed by the school. In order to ensure that Governors have a suitable mix of skills and capabilities, the Governing Board carries out regular skills audits. Some skills are covered by the work Governors undertake in their working lives and others are covered by Governor training courses. The management of the school budget process is also the subject of regular audits – an audit was carried out in 2018 on the School’s Financial Value Standards. The Governors are committed to ensuring the financial viability of the school. They also ensure that best practice and the principles of value for money and quality are followed when contracts are negotiated by the school team. The Governing Board, under the Chair, ensures that adequate monitoring of resources is carried out. The Board delegates oversight of financial matters, along with Property and Human Resources issues to the Foundation Committee. The Foundation Committee reports to the Board and is the only committee the Board has established, though ad hoc working groups are formed and disbanded as considered necessary to undertake specific tasks. The governors review their financial performance against the School Financial Value Standards to identify any developmental issues, to enable collective responsibility for the important financial decisions within the school and to maintain accountability to the various stakeholders. Click the link below to view the financial information for the schoolGovernors' meeting minutes
Click the links below to view PDFs- May 2022
- July 2022
- October 2022
- December 2022
- January 2023
- March 2023
- May 2023
- July 2023
- October 2023
- November 2023
- January 2024
- March 2024
Page under construction - please see the following websites for details of any vacancies:
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Students must wear uniform as specified in the requirements published in the Prospectus. The uniform requirements do not attempt to cover issues of fashion. In general, if the uniform policy does not specify that an item is allowed, it may not be worn.
We are proud of our Nobel School uniform, which is worn by all students in years 7 to 11. The following must be worn at all times. Class teachers may give permission for blazers to be removed when conditions are hot.
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All PE kit must be clearly marked; it is the only way to ensure kit is not mislaid. It is advisable to have two of most items as students have two PE lessons a week. PE kit should be brought to all PE lessons, even with injury or illness. This could enable students to act as coaches and officiate and prevents school clothes becoming wet or dirty.
As with all other personal items, the school cannot accept responsibility for property which is lost, damaged or mislaid.
Labels and permanent marker do not usually do the job properly. Please also ensure these items are clearly labelled with the student’s name somewhere on the inside of the article. This will enable the retrieval of items from the lost property box. Full names are better than just initials.
![Student outside by oak tree](http://thenobelschool.org/wp-content/uploads/2015/05/student-outside-tree-1024x576.jpg)
![Nobel Uniform](http://thenobelschool.org/wp-content/uploads/2022/09/nobel-uniform.jpg)
Uniform Requirements
- Dark blue blazer with school logo badge – worn sleeves down.
- Dark blue tailored trousers or skirt – skirt knee length, pleated, not a “hugging” fit.
- Plain light blue shirt, which must be tucked in. Shirt must take a tie; therefore, not a blouse.
- School house tie
- Plain navy “V” neck jumper.
- School house tie.
- Black shoes, not trainers or boots.
Clothing and Equipment for Physical Education
- Navy blue Nobel PE T-Shirt
- Navy blue shorts
- Navy blue/white Nobel rugby/football socks
- Football/rugby boots (students will be told when these will be required)
- Lace up trainers (not black pumps or high-top boots)
- Gum shield – it is recommended that students purchase a gum shield for contact sports such as rugby to give them optimum protection.
- Shin pads
- Water Bottle
- Navy and white rugby top
![Girls in PE kit](http://thenobelschool.org/wp-content/uploads/2015/06/girls-pe-kit-2.jpg)
Ordering Uniform
Click the links below to view PDFs
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Of the respondents, 71 parents made a written comment and 51 of these had suggestions or raised issues/questions. As many of the issues were similar, the 51 topics raised have been consolidated into the school responses below.
Ofsted Reports
Simply click the button below, this will take you directly to the Nobel page on the official Ofsted website, where all Nobel's Ofsted reports are available to download. [ut_button color="theme-btn" target="_blank" link="http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/117530" size="medium" title="Nobel Ofsted Reports" ]Nobel Ofsted Reports[/ut_button] [ut_button color="theme-btn" target="_blank" link="https://thenobelschool.org/wp-content/uploads/2023/09/10268960-The-Nobel-School-117530-Final-PDF.pdf" size="medium" title="Nobel Ofsted Reports" ]Nobel Ofsted Report 2023[/ut_button]Responding to Parent Feedback
We value the feedback from our Nobel parents and we are proud of the responses that we have received on ‘Parent View’ at: [ut_button color="theme-btn" target="_blank" link="https://parentview.ofsted.gov.uk/parent-view-results/survey/result/12965/current" size="medium" title="Parent View Results" ]Parent View Results[/ut_button] In addition, we survey all parents each autumn term and receive in excess of 650 responses each time. We are very proud of the fact that almost all figures are substantially into the 90% bracket for agree or strongly disagree.[/ut_one_half] [ut_one_half_last]![Girl playing violin](http://thenobelschool.org/wp-content/uploads/2015/06/girl-playing-violin11.jpg)
![Results](http://thenobelschool.org/wp-content/uploads/2017/07/surveyresults.jpg)
Positive parent comments
Current Year 9 parent: I have had three sons go to Nobel and have either gone to university or straight into a career they wanted to do. I’ve now got my daughter at Nobel who’s in yr9 and so far she is on track to pass her GCSEs with great grades like her brothers did. This is not just down to parenting, this is due to the staff at Nobel being there for the children and teaching them in a way which the children understand. Also taking time to support them in every way. The school has always sorted any concerns my children or I have had over the years. I work in a school myself and so I know how much effort goes into the children and work. I have and will continue to praise the school to future families that may consider sending their children to Nobel. Thank you from the bottom of my heart for what you have done for my four children over the years. Current Year 11 parent: The school has fabulous teachers who encourage and motivate our children. Current Year 9 parents: My child is CLA and I think the schools support in this area is excellent. A very well run school. The teachers are very supportive and do a fantastic job in teaching. Current Year 8 parent: The school deals with unwanted behaviour efficiently and quickly. Current Year 7 parent: The Y7 trip to the woods was perfect and highly recommend in future to all Y7s. Overall very happy with school.How the school has responded to issues raised by parents
Thank you to all parents that took the time to complete the survey. Over all 544 parents completed the survey. [ut_clear]Year Group | 7 | 8 | 9 | 10 | 11 | 12 | 13 | Total |
Parent responses | 116 | 90 | 101 | 90 | 53 | 58 | 58 | 544 |
Parents feel that very few students get rewards |
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Students are rewarded in lessons using the CARE point system and parents should get this information through the gateway. 6 students are nominated each week for a variety of reasons to have hot chocolate with the Headteacher. At Data drops, 30% of students receive a 'good progress' commendation letter through the post. Celebration assemblies highlight 100% attenders and CARE points publically and students are named. Subject postcards go home from individual staff. |
Behaviour |
Bikes - We do regularly talk to students, delivery road safety assemblies and put articles in the newsletter. We will continue to educate our young people and hope that parents are also reinforcing the message at home. Bullying - The school has a clear policy for dealing with bullying that has been praised by the Local Authority. Whilst we understand the emotions that accompany a family’s response to unkindness of any kind, we are happy that the correct systems are in place. We do act on issues when we know about them and early school involvement is always best to prevent escalation. Reasons for detentions and receiving behaviour points - We are looking to see how our information system can provide this for parents. For specific issue to do with behaviour please always contact the Head of Year who can direct you queries to the correct member of staff. School policy on phones - Students are not allowed to use phones in the school grounds. They should not be out or used until students have left the gates. If taken for a first offence, they can be collected at the front office. If a second offence, parents must collect at their convenience. |
Communication |
Some parents have said that they have not had responses to requests for contact. We aim to have a 24 hours first response to any contact. Sometimes this is difficult if colleagues have a 5 period day and meetings after school. Email is always best. If going to a class teacher or form tutor, please copy in the Head of subject or head of year, this information can be found on the school website. If it is going to a subject leader or head of year, please copy in the senior line manager. Emails will shortly be listed on the website for you. Classes should never be held up for any more than a couple of minutes. Detentions go on the gateway app for parents as a means of informing you. Anything other than these should result in a phone call from us to you. If you feel that you have not been responded to, please contact the following senior team line managers. Please see website for full staff lists and email addresses in the Information for Parents section. Newsletter - the newsletter is praised by the majority of parents and it was highlighted as a strength by the Leading Parent Partnership Award assessor. We hope it has something in it for everyone. Suggestions for content go to parentsuggestions@nobel.herts.sch.uk Parents evening tables too close together - We are trialling a new layout and organisation that we hope will help fix some of the issues raised about parent evenings including overcrowding. Calendar - we will investigate the use of the outlook app on the website. Key information about term dates etc. are always at the bottom of the calendar page for ease of access. |
Lunchtimes |
There are a whole range of parents’ comments regarding lunchtimes. These range from queuing to range of foods available. We hope to take the catering contract back 'in-house' to give us greater control. However, parents should be able to see the purchases made by their children through the app and this can allow discussions to take place about healthy choices at home as well as the work being undertaken by staff. Healthy eating is a priority for development in school this year. It is worth noting that the meal of the day, which is very good value is excellent quality and healthy in the main. There is no queue after 1.15pm for the main meal and it could really help cover healthy eating and queuing if parents could encourage more students to take this option. Along with school council and discussions with students we intend to review the way lunchtimes work based on parent and student comments. |
Teaching and Learning / Curriculum |
Response from the parent survey was varied. It recognised some of the excellent teaching and support that students received but it also highlighted a few areas for us to consider. Like us, parents noted concerns around supply teaching and staff turnover. Unfortunately this reflects the national picture, but we are taking steps to ensure that in difficult to recruit areas, such as Science, we are developing a strategy to ensure that we are able to recruit high calibre staff. We also have a comprehensive CPD programme to ensure that staff are well-equipped to deliver good lessons. Some parents asked for more support around helping their children prepare for exams. This has been an area for develop for us this year, with more “Parent Pit Stops” and “Parents In …” evenings. Our teachers are also focussing on this more in class. In addition, there is a useful section on the school website: http://thenobelschool.org/curriculum/revision/ which contains 6 very short videos about how to revise effectively, based on the latest research in cognitive science. Watching these clips and then encouraging your children to use these methods when they revise is a great way to support them in preparing for exams. One parent also felt that there was too much recognition for academic success. Our Nobelian programme (CARE and LORIC), DoE work and Super Curriculum focuses students on begin successful in a holistic sense, rather than just exam results. Our use of learning apps was also mentioned as one parent felt that it meant they were unable to limit screen time. Technology is a massive aid to learning and, whilst we recognise this is not always possible, we would recommend parents using a screen time app to monitor mobile device use as this breaks down time spent using individual apps. There were also some very specific concerns. One parent commented on the language studied in Year 7, concerned that their child was studying German. At Year 6 transition meetings with parents and new Nobelians we now make sure that we ask if there is any reason why a student should study a particular language. In addition our website information has been updated to make clear the languages that we currently offer. One parent commented on the £5 contribution for DT. This really helps the subject in the rotational nature and large amounts of materials used by students across the year. With regard to food, the students bring their own ingredients otherwise the costs of delivering food would be prohibitive. Students do always take their food home once they have cooked. |
Assessment and reporting |
Three parents raise queries about assessment and reporting with us. Most year groups have 3 reports a year (2 at yr7 so we can take time to assign a suitable training group). Success criteria for all subjects linked to training groups, are available via the schools website under curriculum for each subject. These act as a reference point for parents alongside the report at each data drop. All of the required skills and knowledge that the student has been able to display or has yet to display are listed. Please feel free to email staff if a concern code has not been made clear. Staff use a range of Assessment for Learning (AfL) techniques and feedback to support students including written comments on work/books and verbal feedback. The most effective feedback is immediate so a lot of this happens within lessons but students also receive more detailed written feedback on assessments. The frequency of this written feedback varies with the number of lessons students have in each subject With regard to a general, ‘How are they doing? we would always advise comparing target levels with current and where appropriate predicted levels. Large gaps would be a concern and parents should always email subject staff where such concerns exist. |
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Mock Exam Timetable
KS4 Exam Boards & Subjects
Information for Candidates
- IFC coursework assessments
- IFC written examinations
- IFC Written examinations document
- IFC On screen examinations
- IFC On screen tests document
- IFC NE Assessments
- IFC Candidates privacy notice
- JCQ Social Media information
- Internal Appeals Policy
- Unauthorised items poster
- Review of Marking
- Warning to Candidates
- Special Considerations
- Exam Equipment
![Boy with hand up](http://thenobelschool.org/wp-content/uploads/2015/06/boy-handup1.jpg)
Results Day
Exam Period | Exam Window | Results Day |
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GCSE | 15 May - 19 June 2023 | 24 August 2023 |
A Level | 15 May - 23 June 2023 | 17 August 2023 |
GCSE Grading Changes
[ut_two_thirds] https://www.youtube.com/watch?v=pgZYx_fycrM [/ut_two_thirds] [ut_one_third_last] Click the links below to view information about the changes to GCSE results [/ut_one_third_last] [ut_one_half]KS4 Performance Measures
2022 | 2021 | 2020 | 2019 | |
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Progress 8 | 0.05 | -0.05 *unvalidated | -0.06 *unvalidated | -0.22 |
Attainment 8 | 51.21 | 52.90 | 49.09 | 44.61 |
Basics : English and Mathematics – Standard Pass (Grade 4) | 73% | 73% | 68% | 60% |
Basics : English and Mathematics – Strong Pass (Grade 5) | 50% | 54% | 44% | 33% |
Students achieving 5 standard passes including English and Mathematics | 72% | 71% | 67% | 55% |
Performance Tables
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Consultation on Admissions for 2025-6
Nobel School is consulting on the proposed admissions arrangements for the school year 2025/26 and is seeking responses from parents & carers, schools and community groups. The proposed changes are: 1. To give increased priority to children attending any school which is part of a formal Federation or similar arrangement with Nobel. These children would be ranked below siblings of current students and the children of staff. Children of staff at any such school would be given the same priority as children of Nobel staff. 2. To introduce a tie-break mechanism for external applicants to the Sixth Form The consultation period runs from 30 October to 11 December 2023. Please send your comments regarding the proposals to admissions@nobel.herts.sch.uk Copies of the proposed statements can be found here for years 7 to 11 and the sixth form.Admissions Statement
[ut_button color="theme-btn" target="_blank" link="http://thenobelschool.org/wp-content/uploads/2023/03/Admissions_Statement_6th_-form_2024_2025.pdf" ]Admission Statement 2024-25[/ut_button] [ut_button color="theme-btn" target="_blank" link="http://thenobelschool.org/wp-content/uploads/2015/06/Nobel-School-Application-form.docx" ]In-Year Application Form[/ut_button]2023-24 admissions
[ut_button color="theme-btn" target="_blank" link="http://thenobelschool.org/wp-content/uploads/2023/03/Admissions_statement_2023_2024.pdf" ]Admission Statement 2023-24[/ut_button]Year 6-7 transition
Year 6-7 transition admissions is controlled by the Local Authority. Students apply for transfer during Year 6 and are allocated places according to Hertfordshire County Council protocols. For full details please follow the Herts County Council hyperlink below for the schools admissions process. Herts County Council AdmissionsIn year and Years 8-11 – ‘In-year applications’
The school deals with its own admissions for years 8 onwards. The details regarding this process can be found in the admission statement above. If you wish your son or daughter to join Nobel, please contacts admissions@nobel.herts.sch.uk who will be able to advise and support you. [/ut_one_half] [ut_one_half_last]![Scienece experiment](http://thenobelschool.org/wp-content/uploads/2015/06/scienece-experiment1.jpg)
![Sixth Formers outside](http://thenobelschool.org/wp-content/uploads/2015/06/sixth-formers-outside.jpg)