Subjects

In the study of Classics we aim to develop a knowledge, understanding, and appreciation of the classical world, its languages, literature, and cultures. We teach an awareness of the links between the ancient and modern world, particularly in relation to language, literature, and art.  Classical Civilisation develops excellent transferable skills such as literary analysis and essay writing.

At More House you can begin studying Classical Civilisation at GCSE and the course covers two components. The Thematic Study provides the opportunity to study both Greece and Rome, literature and visual/material culture. These components are wide ranging and encompass a variety of interesting and engaging material. In Year 10 we study Myth and Religion. Topics include the gods/goddesses, Heracles/Hercules, Temples and Festivals, to name but a few, which will inspire and motivate students to engage further with the classical world.

In Literature and Culture, students will be able to undertake an element of cultural study then couple this with a related body of literature. This approach enables a diverse course of study and preserves the variety of material, which has always been such a popular feature of Classical Civilisation. In Year 11 students will be taught one in-depth cultural study and one of related literature, the latter focusing on Mycenaean society and weapons used in battle before reading selected books from Homer’s epic, ‘The Odyssey’.

Our A Level course in Years 12 and 13 is made up 3 components.  ‘The World of the Hero’, ‘Culture and the Arts’ and ‘Beliefs and Ideas.’

In Year 12, students study Homer’s epic poem, ‘The Iliad’ and in Year 13, ‘Virgil’s Aeneid’.

This is solely focused on the study of literature in translation. Students will develop an increasingly sophisticated level of knowledge and understanding of the epics themselves, the way in which they were composed, and the religious, cultural and social values and beliefs of its society. Greek Theatre and is also taught in Year 12. This involves the study of visual and material culture and will be combined with the study of literature in translation. The drama produced in the ancient Greek theatre forms some of the most powerful literature of the ancient world and has had a profound and wide-reaching influence on modern culture. The three plays that are studied are Sophocles’ Oedipus the King, Euripides’ Bacchae and Aristophanes’ Frogs.

In Year 13 we move on to Greek religion. Religion was an essential part of ancient Greek identity, permeating all strata of society and all aspects of an individual’s daily life. Religion could be connected to the household, to life in the city or life in the countryside; moreover politics and religion were intertwined to the extent that political decisions were sometimes made on the basis of divine oracular intervention. Religion was also an important tool for the creation of local and Panhellenic identities, as well as competitions between the Greek city-states.

CLEEP is a SSAT accredited programme involving vocational, hands-on, project based learning together, independently and from each other with facilitators as well as educators and Dragons from ethical, social and creative and commercial enterprise. It is a programme uniquely created by More House as an alternative to the EPQ in Year 12.

CLEEP will develop:

• learning life skills in project management, time management and  people management
• enterprise skills  including creative, ethical and social in context of sustainability, diversity and equality

CLEEP is a Sixth Form programme designed to enable Year 12 students to develop skill sets in ethical leadership, social and creative enterprise, supporting their community, building practical experience, acquiring (and putting into practice) knowledge and understanding designed to optimise and facilitate their future directions and next steps.

Working with other schools and with leading industry dragons, CLEEP will provide skills and opportunities to showcase their achievements.

Accreditation in CLEEP can be at Bronze (after Term 2), Silver (after Term 3) or Gold (after Term 4 – by Year 13 Christmas) Standard and can be used to support CVs and UCAS applications.

Drama is an integral and cherished part of school life at More House. From the School Musical, performed on a West End Stage, to the more intimate Lower School Play performed in our stunning 19^th century hall, drama is interwoven into the very fabric of the school.

Drama lessons at all Key Stages provide a safe and enriching environment in which all students can flourish, academically and socially. The curriculum cultivates links with English, History, Geography, Classics and R.E to provide students with a wealth of material to debate, collaborate and create innovative and unique pieces of theatre.

In Years 7 to 9 we build the foundations for success in Drama both academically and socially.  Drama fosters positive communication, teamwork, time management and self-worth and these are the cornerstones to all lessons. Students practically explore a variety of drama styles, authors and practitioners. From the swashbuckling adventures of Homer’s Odysseus to the atmospheric and eerie scenes of Shakespeare’s Macbeth, students are provided with inspirational stimuli to spark their imagination, creativity and friendships.

GCSE Drama in Years 10 to 11 is divided into three components: understanding drama, devising drama and texts in practice.  Understanding drama is a written exam in which students explore the social, historical and political backdrop of Willy Russell’s Blood Brothers and acting techniques required to perform a given role. Students are also tasked with writing an evaluation of the work of live theatre makers. Our location in Knightsbridge enables us to take many enriching trips to the theatre.

In the devising unit students are required to create a piece of theatre inspired by a given stimulus and in the style of an influential practitioner. The devising unit is accompanied by a piece of written coursework. In previous years, students have studied practitioners such as DV8, Frantic Assembly and Brecht.

Text in practice is a practical component in which students are given two scripted extracts to perform. This year, students studied and performed scripted extracts from Charlotte Keatley’s ‘My Mother Said.’

Studying drama has made me more creative and enabled me to interpret people and situation in different ways. Elisha Year 10 GCSE Drama student

At A-Level we offer Drama and Theatre.  This covers Theatre Workshop, Text in Action and Text in Performance. Theatre Workshop is a practical component in which students participate in the creation, development and performance of a piece of theatre based on a reinterpretation of a text. This year, Timberlake Wertenbaker’s ‘Ash Girl’ and practitioners, Kneehigh provided the backdrop to a powerful and moving piece on the marginalization of mental health.

Text in Action is a practical component in which learners develop and perform a devised and scripted performance. Such performances have included, but are not limited to, Caryl Churchill’s ‘Top Girls’, Oscar Wilde’s ‘The Importance of being Earnest’ and Sophocles’ ‘Antigone’.

Text in Performance explores three plays, Mark Haddon’s ‘The Curious Incident of the Dog in the Night-Time’ adapted to stage by Simon Stephens, Tennessee Williams’ ‘Cat on a Hot Tin Roof’ and Caryl Churchill’s ‘Love and Information’. The social, historical and political backdrop of each play is considered in depth as well as the acting and design elements needed to bring the play to life.

We encourage all girls to take part in our extracurricular drama group ‘More House Players’.  In fact, some of the images on this page are taken from their recent interactive and immersive theatre performance ‘Beyond The Beaten Path which was written, directed and performed by the fabulous group of girls.

Drama at all key stages provides a rich experience for students to broaden their understanding and appreciation of the social, political, historical and cultural fabrics that shape the world we live in. By strengthening such understanding and fostering tolerance, empathy and teamwork, our girls are fast developing the skill set to become the Global citizens of tomorrow.

Drama is a fun, creative and expressive subject that interweaves different passions of mine such as Psychology, English, History and Art. I particularly enjoy studying the historical and cultural context of our given plays. Lina, U6 A-Level Drama student

Enrichment at More House is all about creating opportunities for the girls to explore their interests and ideas; develop their cultural and contextual understanding and build their skills in team and project work and as independent learners.  We feel the key to enrichment at More House has to be engaging the girls not just to participate, but to lead and model their leadership to younger years.  We want the girls to bring their curiosity into school – curiosity about their world, their community and their ideas.  Enrichment is a timetabled lesson each week for all girls.

In Year 7 to 9 the girls enjoy some curriculum time to skill up and explore their world, in a scaffolded environment.  Enrichment at key stage 3 focuses on enabling the girls to look at the world around them and develop greater understanding of areas of personal interest.

The girls are supported in learning about how to research, how to identify fake news and fallacy and how to develop their own ideas into realised projects and artefacts. They are taught how to plan and evaluate their ideas. Topics are varied and have included; Animal Abuse; Climate Change; Brexit for Young People; Knife Crime in London; Careers in the Film Industry; Women’s Rights in Saudi Arabia; Education in the UK; Gun Crime in America; Veganism; Horse Riding as a Sport; Gender Equality and The Voting Age in the UK.

Enrichment at More House is about giving and becoming More You. It enables you to challenge yourself and find skills and strengths you did not know you had. Lizzy U6

Pupils visit Art Galleries, Museums, Science Fairs to explore how the world is curated around them.  There is a debating club during the Spring term which is run by the Sixth Form and an Arts and Mandala Club in the Summer Term, run by Year 11 girls.

In Years 10 through to 11 enrichment events include hosting team challenges, hearing visiting speakers, debating opportunities and enrichment days during themed weeks in the spring term.

At KS5 in Years 12 and 13 enrichment is embedded in the LSP (Life Skills Programme) events, as well as from inter-House and inter-Schools Debating Competitions and from involvement in Cultural Projects such as Art Detectives and SPOKE (a national art video competition); lectures at the British Museum; the Science Institute and other academies.  In these years opportunities are presented for the girls to participate and to lead.

Recent projects have included researching and presenting, to a Dragon’s Den style pane, the identification of and sponsorship support for a girl’s education in a developing country; researching, creating and styling sustainable fashion items; researching and creating promotional videos for charities and the creation of  quilts for the homeless.

Our girls leave with a richly varied experience drawn from being part of a small community, where they can safely explore the edges around their familiar world; where their voices are heard and where they can learn to lead with confidence, assured in their knowledge and skillsets.

The Extended Project Qualification Level 3 is an independent research project undertaken by all Year 12s at More House School. We follow the AQA specification that places focus on project management, the responsible use of resources, developing and realising a planned project and reviewing progress and achievement.

The EPQ develops independence, research skills, critical thinking skills and academic writing skills. Students have the opportunity to choose from completing an academic report or an artefact project with an academic report. students in the past have written fully referenced academic reports, developed apps, filmed documentaries and carried out scientific experiments.

Topics that have been investigated have included:

• The impact of climate change on the albatross
• War crimes in Rwanda
• Social media addiction in teens
• Linguistic tuition and the NHS
• Ancient Greek morals and modern terrorism
• Diplomatic immunity
• The origins of dreams

The focus is on personalised learning. Students are appointed a supervisor who guides and advises them through the process ensuring that they are best able to reach their potential in their research. The EPQ involves 30 hours of taught skills and 90 hours of independent work and students are given the skills to manage and plan their time. Lessons include debate and discussion about research processes and best practice.

The opportunities for research and project management with EPQ are extensive and The EPQ prepares our students for university and the world of work, whilst entrenching ethical research values, integrity and independence.

The EPQ has provided me with additional academic stretch and challenge, as well as allowing me to demonstrate a real interest in a particular subject. Madeleine, Year 13

Geography opens a world of possibilities at a time when we need a balance between protecting our planet and protecting its people. Geography students become ethical consumers who are focused on sustainability and make a real difference in the world. Geographers understand the science, sociology, politics and economics behind the way the world works. Geography is a big picture subject with endless university and career opportunities.

In Years 7 to 9, students are provided with endless opportunities to explore and understand the world around them. In Year 7, students explore the world with maps and understand how climate creates fantastic places. They end the year with a cross-curricular project that looks at the sustainable fashion industry.

In Year 8, students take a deep dive into China, investigate tectonics and explore the UK coastline. Year 9 prepares students for GCSE Geography with a focus on the extremes in cities, African development and climate.

With Geography, the world is in your hands.

In Years 10 and 11 students explore both human and physical environments whilst studying GCSE Geography over two years. The course covers both physical and human geography with a UK-based unit that draws on both areas of study. An investigation of UK landscapes, focusing on coasts and rivers, is the first topic covered, before students explore changing cities and global development in places further afield. In their second year of study, GCSE geographers focus on ecosystems and their management, as well as energy use and resource management. A three-day field trip is undertaken and these skills are also examined.

Geography at A Level opens up a whole new world of discovery, analysis and critical thinking. Students study tectonics and how these events are managed around the world. Globalisation is studied in depth with an investigation into the impacts of regeneration on our local school area and the London Docklands.

The final year of study sees students exploring the superpowers of global politics and understanding the carbon and water cycles and their effects on our lives. Four days of fieldwork enable students to present a final research project, displaying their independence and deep geographical understanding.

The History Department at More House encourages girls to think critically, challenge assumptions and come up with their own interpretations.  We also aim to consistently contextualise their studies by reference to other historical and current events.  Through this approach, our students develop strong analytical and evaluative skills as well as a wider interest in current affairs and wider world events.  These are crucial skills in the modern world, where conceptual understanding, the ability to question assumed facts and logically draw links and reach informed conclusions remains as important as ever.

History is compulsory in Years 7 – 9 and is a very popular subject.  During these years, the girls broadly follow the National Curriculum, covering topics as diverse as the Roman Empire, the Black Death, the Tudors and the First World War.  Girls develop a contextual understanding of how Britain has developed politically, socially and economically through studying key events, concepts and institutions over time.  This both prepares girls for further historical study at GCSE and A Level, and also provides a valuable understanding of the world in which we live.  Girls are assessed through a variety of ways, from traditional essays and source questions to presentations, debates and even the creation of podcasts.

At GCSE level History in Years 10 & 11 we cover topics across the past thousand years, and around the world.  In the Tsardom and Communism module, we examine the reasons and ideologies behind the Russian Revolution and the role of the Soviet Union’s first two leaders, Lenin and Stalin, in creating and maintaining a Communist Society.  The strained relationship between the USSR and the USA in the Cold War module, covering case studies from Korea to Cuba is studied in detail.  We also spend time examining British history through the Elizabethan England in depth and we chart the fascinating journey of where power lies in Britain in the Power and the People module, from absolute medieval kings to today’s parliamentary democracy.  The course develops a range of skills, including source work, understanding significance and writing evaluative essays, all of which are vital for success in future study.

I am able to comment on historical events and compare them to current events. I am more confident at public speaking Current pupil

History is a very popular choice at A Level.  We cover three main topics; a breadth study on the Tudors; a depth study on Weimar and Nazi Germany (both of which are examined at the end of the course); and girls also complete coursework on the threat of revolution in England between the mid-eighteenth and mid-nineteenth centuries.  Students engage with primary and secondary sources throughout the course, and develop keen analytical and academic skills through considering and utilising historiography.  Independent work and wider reading is essential for this subject and these study skills are developed as part of the course with extra reading material being readily available and encouraged.  Sixth form historians at More House leave as confident, reflective and self-motivated learners with excellent skills for further study and life in the wider world.

These skills and interests are taken beyond the classroom. Many More House historians are involved in the Debating Society, and the department offers a History Reading group which is open to KS4 and 5 students and aims to develop historical understanding for all students involved, and particularly those looking to subject History or related subjects at university.  We also take advantage of our central London location to immerse students in the subjects they are studying by taking trips to local historical sites and museums such as the Globe, Hampton Court and the Imperial War Museum, as well as further afield to the World War One Battlefields and Berlin.

Our public examination results are excellent.  Over 60% of GCSE students achieved grades 9 – 7 each year since 2019, and our most recent A Level cohorts (2020 and 2021) have achieved 100% A* – B.

History doesn’t repeat itself, but it does rhyme. Mark Twain

I am able to quickly understand the disadvantages and advantages of certain policies and describe how they will affect people on a personal level and the wider country, (sometimes more than one country) Current pupil

Art records power, status, revolution and evolution and so the History of Art is the History of Mankind.

Artistic representations of the world are inevitably embedded in the social, political, economic and historical turmoil of the time and the art becomes a commentary on that turmoil.  And yet, as recent events have shown us, it is a singularly one-sided story from the perspective of the victor that we traditionally engage with.

At More House we like to take a holistic view – looking at unconscious bias, diversity and ethics in our curating the Canon and our studies incorporate non-Western and Primitive as well as Classical Art – Painting, Sculpture and Architecture, from the Caves to the Contemporary.

In Years 7 to 9 Art History is incorporated into the Enrichment Curriculum, enabling the girls an insight into cultural studies from various civilisations from which to springboard their own creative and critical thinking development. Projects become personal and team endeavours and we have adapted a cross-curricular model, spring boarding from cultural stimuli that incorporates 4th Industrial Revolution SMART thinking and skills. Recent projects have included studying local environments and interpreting these with pop art inspired responses and looking at textiles and Sustainable fashion and creating multi-media responses.

In Years 10 to 11 we are piloting Level 2 Personalised Projects (GCSE equivalent) in Art Historical topics selected by girls after studying works in the London Galleries.

We also take trips to Europe; Recently to Florence, Rome, Paris, Barcelona, Madrid to support student research and development of understanding. We attend a number of Art History Conferences and workshops with Universities and Galleries, as well as enter Art History Competitions, including Spoke and Articulation.

At key stage 5 we offer EPQ and A Level in History of Art where the girls get out of the classroom and experience the world in terms of ‘Time and World’ travel.  Due to our unique central position in SW1, the streets of London provide walking tours around 1000 years of Architecture and art history.

Through History of Art, they enjoy Co and Cross-Curricular Study – Mythology, RS, Philosophy, Humanity, Classics, Literature and learn to communicate with knowledge and authority.

The subject provides hands on opportunities in learning, making it visceral and real through attending workshops and conferences and with gallery visits in the UK and Europe.

The subject enables acquisition of knowledge and skills in visual analysis and in depth study. Girls study the themes of War and Nature from past and present, from all over the world, and depth period study of 19th and 20th century art.

History of Art is a joyous and manageable subject, developing critical future-proofing skills in analysis, literacy, debate, discussion, critical thinking and enables the girls to enjoy great art, follow world leaders, meet media moguls and develop academic study.

The subject is versatile and broad and leads to a range of careers in politics, the arts, media, business and academic study.

It is a story of utopian dreams and belief in the future, but also one that involves a critique of modernity. Sverker Sörlin

Mathematical understanding helps us to understand the world in which we live. It underpins, often in an unseen role, many aspects of modern life including credit card security, the spread of pandemics, stock market predictions, computer gaming and decision making in businesses. It facilitates many other subjects: artists learn about perspective, musicians appreciate different rhythms and intervals, economists like to model and predict trends, computer scientists use logic based on mathematical principles, biologists and geographers utilise statistics as well as more obvious links to physics and engineering.

At More House School, mathematics is taught in a way to develop students’ confidence in the subject. Developing confidence helps boost motivation which in turn leads to increased attainment and a passion for the subject. As a department we offer extra sessions to extend the maths taught beyond the curriculum as well as sessions to support students where necessary. The department is dedicated to ensure that all students fulfil their potential during their time at More House.

Not only are the lessons incredibly enjoyable and coherent but also all the teachers continually encourage each student and are always there to help if needed  Josie U6

In Years 7 and 8, students follow the Maths Progress course which helps to prepare them with the fundamentals required to begin the international GCSE in Year 9. The GCSE is then studied over three years to ensure that each topic can be covered in depth with time spent on reasoning and problem solving, rather than rushing through the course in two years.

Many of our students go on to study Mathematics at A Level and some will also study the Further Mathematics course. Our A Level students help run support sessions at lunchtime for younger students and attend online lectures throughout the course to extend their knowledge in areas of interest beyond the specification. Throughout the year groups, the use of technology is embedded into the curriculum with MathsWatch, ActiveLearn, Desmos and Geogebra used daily by the department.

Over three quarters of the school take part in regular musical activities, both at lunchtime and after school. The department enjoys a high profile, both within the school and the wider community, and presents four significant concerts each year at local venues including Cadogan Hall. The jewel in the department’s crown is the annual Easter choral concert, which every year features major large-scale choral works accompanied by a professional orchestra, and features soloists taken from the student body. More House is the only London day school that takes students on an International music tour every year. Recent trips have included singing in Santa Croce in Florence, St Patrick’s Cathedral in New York and performing at the Beatification Ceremony for Pope Paul VI at St Peter’s Basilica in Vatican City.

The Key Stage 3 curriculum for Years 7 to 9  is designed to be accessible and enjoyable for students of all abilities, from beginner to advanced musicians, while also being excellent preparation for the demands of further study. Students are introduced to the elements of music such as tempo, tonality, and dynamics.  All students learn the importance of reading music notation, through traditional methods as well as via the use of state-of-the-art technology. Our recently installed Mac suite offers our girls professional audio engineering, and composing experience via the use of Logic Pro X, and Sibelius Ultimate. From the outset, our girls gain an early understanding of the fundamentals of composition and have a lot of fun in the process.

In addition, our students are introduced to a wide range of musical genres. This plays an integral role in any student’s development and in the music education we offer. Singing is a major part of study at Key Stage 3 and all members of Year 7 and 8 are members of the Junior Choir (which, for Year 7, is a timetabled lesson). We have also recently introduced whole-class instrumental lessons for Year 7. Every girl is given the opportunity to study either the violin, the clarinet, or the ukulele for the year as part of a timetabled academic lesson. This has proved very successful and is a valuable experience for the students. Our students gain a wealth of knowledge that helps them become confident individuals who are interested in the wider world.

I love Music GCSE because not only does it bring out the creative side in us but we also learn the meaning and history behind all of it. Yesim Year 11 pupil

During Years 10 and 11 for the GCSE syllabus the academic activities of the department continue to thrive and our results at GCSE in particular are strong. Our aim is to offer Music GCSE to any student that wishes to undertake one of the most rewarding subjects on offer. By the end of Year 9 each student will have gained the breadth of knowledge required to choose Music GCSE.   As well as studying for assessments in performance and composition, the syllabus provides students with the opportunity to study music across the last 400 years of the Western Classical Tradition, studying instrumental music from Bach to Beethoven and vocal music from Purcell to Queen. Students also study musicals, film music and fusions of styles from around the world. Each year, exam students are given the opportunity to present both performance and composition coursework in public at small-scale concerts.

Sixth form music students continue to explore music for their A level in more depth and complexity, expanding their understanding and appreciation for all genres. The course offers flexibility and choice very much in the spirit of More House School as a whole, and in addition to study of the Western classical tradition, students can select optional units ranging from 20th Century Art Music and World Music to Jazz, Pop and Musical Theatre. Each year, exam students get the opportunity to present both performance and composition coursework in public at small-scale concerts within the school.

We have a number of different choirs that run including Show Choir and Junior and Senior Chamber Choir who recently sang Ola Gjeilo’s ‘Luminous Night of the Soul’ which can be heard on our school video.  Our Chamber Orchestra has also become one of the school’s most dedicated and accomplished ensembles. The department organises regular trips to make use of the wealth of musical interest in London and further afield. We arrange regular theatre trips in London, and for the past few years have taken Year 9 for a backstage tour, singing workshop and matinee performance of Les Misérables. There is an annual music trip which this year is heading to Tuscany and is incredibly popular with girls.

The Physical Education department at More House is committed to developing social and physical skills through a rich range of sporting activities, clubs and trips.  Enhanced by the diverse range of exceptional facilities on our doorstop, the students of More House are encouraged to develop a passion for sport.

As teachers, we value the stimulating challenge that sport provides for our students, leaving the opportunity to cultivate resilience and bestow a holistic approach to learning.

Students will develop physical literacy in the form of functional movements and sport – specific development. Our girls will find themselves in challenging scenarios where they will be expected to be creative, make decisions and reflect on their performance and the performance of others.

Each year group has a morning of Games, which is offered at one of our extensive top facilities on offer in the local vicinity.  In addition to timetabled lessons, we offer an array of clubs which take place before, during and after the school day.

Our extracurricular programme is run by a dedicated and highly skilled group of staff and external coaches, and is also supplemented by senior pupils. Each year group enjoys a busy fixtures programme played against other local independent schools. The competitive sporting year culminates in an annual Sportswomen’s Dinner to recognise and celebrate the achievement of our athletes.

In Years 7 – 9 the Physical Education curriculum aims to develop and refine the fundamental motor skills and principles of sport. Students will become more confident in demonstrating movement skills within a range of physical activities and will become determined, resilient, competitive independent learners.  Our major sports include netball, athletics and rounders. Alongside these sports students will participate in badminton, tag rugby, football and tennis.

In Year 10 and 11 all girls will receive core PE lessons once a week. The curriculum offers a multi-sport experience to engage the girls and foster the desire to live a healthy and active life.  We recognise the significant mental and physical benefits that come with regular opportunities to play sport and learn new skills. Alongside our traditional sports of netball, badminton, athletics and rounders, our curriculum offers students the addition of unconventional sports such as indoor wall climbing and exercise classes such as boxercise and yoga.

For those that wish to further their studies of PE, More House offers GCSE PE which has produced a number of rewarding success stories. Students are often able to utilise the sports they engage with outside of school complemented by those complete in PE and extra-curricular clubs.

At A Level all our students continue to receive one core PE lesson a week.  There is endless proof that maintaining a positive well – being has an irrefutable impact on productivity and ability to live life to the full. Lessons include the opportunity to visit local fitness centres alongside playing competitively in sports such as netball and rounders. Those taking A Level PE will follow the OCR syllabus, where students have the chance to explore theoretical concepts within a practical setting and will be given a fantastic insight into the amazing world of sports performance.