Search

Frensham Heights is committed to providing an exceptional careers education that prepares students for life beyond school. As a collaborative community, everyone is valued, respected, and has the opportunity to reach their full potential. CAREERS EDUCATION QUICK LINKS STRATEGIC GOALS COMMITMENT & VISION AIMS & OUTCOMES UNIFROG GATSBY BENCHMARK CDI FRAMEWORK INCLUSIVITY NEXT STEPS QUALIFICATIONS WORK EXPERIENCE Statement of Purpose Frensham Heights is committed to providing an exceptional careers education that prepares students for life beyond school. As a collaborative community, everyone is valued, respected, and has the opportunity to reach their full potential. The Careers Programme, built around the Gatsby Benchmarks and CDI Framework, supports this mission by equipping students with the skills and knowledge needed to make informed career decisions and succeed in the 21st-century workplace. The school's values are embedded throughout the curriculum and reflected in the collection of digital badges offered through the wider curriculum. Using Unifrog, and various physical experiences and interactions, we believe all students will have the opportunity and support to succeed and find their passion and purpose in the wider community. We are committed to striving for the highest standards in line with the ISI Inspection Framework which endeavours to give “pupils of secondary age (11+) access to accurate, up-to-date, impartial careers guidance so that they are able to make informed choices about a broad range of careers options and which helps them to fulfil their potential” (ISI, 2024). STRATEGIC GOALS Strategic Goals The strategic goals of the Career Related Learning (CRL) programme of the school are to; Ensure all career related activity and programmes are inclusive promoting equality, mutual respect and a generosity of spirit. (Gatsby Benchmark (GB) 1. A stable career’s programme) Equip students with the skills, knowledge, and resilience needed to navigate the evolving job market and thrive in their chosen careers securing their future success. (GB 2. Learning from career and labour market information) Provide a nurturing environment where students can explore and develop their unique careers, interests, and strengths. Ensuring each individual feels supported and valued. (GB 3. Addressing the needs of each pupil) Integrate careers education in the broader curriculum to inspire creativity, intellectual curiosity, and a passion for lifelong learning. Preparing students for a diverse career path in the modern world. (GB 4. Linking curriculum to learning to careers) Instil a sense of ethical responsibility and Community engagement in students, encouraging them to consider the broader impact of their career choices and to contribute positively to society. (GB 5. Encounters with employers and employees) Provide a hands-on, real-world experiences through internships, job shadowing and industry partnerships, allowing students to gain practical skills and insights into various careers. (GB 6. Experiences of the workplace) Facilitate opportunities for students to collaborate with peers, mentors, and industry professionals, building a strong network that supports their career development. (GB 7. Encounters with further and higher education.) Offer a variety of enrichment activities such as guest speakers, individual conversations, workshops and careers fairs to broaden students' horizons and expose them to a wide range of careers possibilities. (GB 8. Personal guidance) Commitment & Vision Statement commitment & vision Frensham Heights is committed to: Preparing students to manage their future education and career paths throughout adult life through a comprehensive programme of Careers Education and Work-Related Learning . Achieving excellence in this area of the curriculum, accredited through the Quality in Careers Standard Award by July 2026. Providing independent, impartial face-to-face careers guidance for pupils in years 8 to 13. Ensuring all students have equitable access to impartial careers advice and guidance from external sources. Careers Work at Frensham Heights – Aims and Outcomes The Careers Programme is designed to be accessible and responsive to the needs of each student, with specific aims and learning outcomes for each year group. It is linked to the CDI Careers Development Framework and ensures that every student has access to impartial, external information and guidance delivered through expert in-house staff and specialist strategic partners. Aims and Outcomes Year 7 and 8 Gatsby Benchmarks: 2, 3, 6, 7, 8 Topics: Exploring possibilities, understanding careers, work-life balance, and future planning. Delivery: Tutor-led sessions using Unifrog resources. CDI Framework Links: Self-awareness, exploring careers and career development, managing career decisions. Year 9 Gatsby Benchmarks: 2, 3, 6, 7, 8 Topics: Skills identification, education pathways, decision-making, and labour market understanding. Delivery: Tutor-led sessions using Unifrog resources, including psychometric tests. CDI Framework Links: Identifying choices and opportunities, planning and deciding, handling applications and interviews. Years 10 and 11 Gatsby Benchmarks: 2, 3, 6, 7, 8 Topics: Work experience preparation, employment skills, post-16 options, and financial literacy. Delivery: Unifrog platform, work experience interactions with employers and mentors, and Sixth Form information evenings. CDI Framework Links: Developing employability skills, understanding the world of work, managing transitions. Sixth Form Gatsby Benchmarks: 2, 3, 6, 7, 8 Topics: Higher education applications, career goals, networking, and personal branding. Delivery: Unifrog, Investin experiences, careers podcasts, and guest speakers. Inclusion of Life Beyond Frensham week of activities. CDI Framework Links: Managing career development, understanding the job market, developing professional networks. School-wide Implementation Gatsby Benchmarks: 4 and 5 Careers posters are displayed throughout each department area, highlighting the links between careers and related curricula. This whole school approach to Careers Education is further evidenced through the Careers in the Curriculum Matrix, which showcases interactions between employers and employees across different year groups. For example, highlights include the BusinessInsights@FrenshamHeights TED-style talks and Emergency Services visits to the Junior School, alongside various guest speakers during morning talks and Interest Lectures. Students also experience meaningful interactions with employers and employees during school trips, such as to New York. CAREERS IN SUBJECTS UNIFROG Unifrog Spiral Curriculum Careers Education is embedded throughout life at Frensham Heights and delivered through the tutorial programme. Below are examples of the work the students complete each month to help learn more about themselves, the world around them and empowering them to make informed decisions about their next steps. UNIFROG EXAMPLES Gatsby Benchmarking The Gatsby Benchmarks are a framework of eight guidelines that define best practices for delivering world-class careers education, information, advice, and guidance. Developed based on international research, these benchmarks help schools and colleges provide students with the knowledge and skills they need to make informed decisions about their future careers. At Frensham Heights, we recognise the importance of these benchmarks in preparing our students for successful futures. By integrating the Gatsby Benchmarks into our careers programme, we ensure that every student receives personalised support, access to valuable career and labour market information, and opportunities to engage with employers and higher education institutions. This comprehensive approach empowers our students to explore their interests, develop their strengths, and achieve their career aspirations. A link to Gatsby can be found here Good Career Guidance | Education | Gatsby SEND Gatsby Toolkit At Frensham Heights, we are committed to providing comprehensive and inclusive career guidance to all our students. Our mission is to foster a supportive and dynamic learning environment where every student can thrive and achieve their full potential. In line with our values of inclusivity and excellence, the SEND Gatsby Benchmark Toolkit is used to enhance our careers programme. This offers practical guidance to support young people with Special Educational Needs and Disabilities (SEND) in their career development. By aligning with the Gatsby Benchmarks, a framework of best practices for career guidance, we ensure that our careers programme meets the diverse needs of our students, promoting positive career outcomes for all. You can access the SEND Gatsby Benchmark Toolkit below to learn more about how we support our students' career aspirations. sendgatsbytoolkit.pdf Gatsby CDI Framework The Career Development Institute (CDI) framework outlines essential principles and practices for effective career education and guidance. By adhering to these guidelines, we ensure that our students receive high-quality, personalised career support, helping them to explore their interests, develop their skills, and achieve their career goals, the Framework is embedded within the Unifrog Spiral curriculum. You can learn more about the CDI framework here. CDI_90-Framework-Career_Development_skills-web.pdf CDI Framework Inclusivity Statement At Frensham Heights, we are dedicated to fostering an inclusive environment that celebrates individuality and promotes equal opportunities for all students. Our mission is to empower tomorrow’s changemakers through a transformative education that values creativity, community spirit, and authenticity. We believe that every student, regardless of their background or abilities, deserves access to high-quality career guidance and support. Aligning with Gatsby Benchmark 3, we address the individual needs of each student by providing tailored career guidance that challenges stereotypes and raises aspirations. Our careers programme is designed to support students with SEND and other vulnerable groups, ensuring they receive personalised advice and opportunities to explore their career interests. We strive to fulfil the principles outlined by the CDI framework and adhere to the standards set by Ofsted for inclusive education. By maintaining accurate records of each student's career aspirations and progress, we ensure that our careers provision is continuously improving, meeting the diverse needs of our student body. Inclusivity Statement Next Steps At Frensham Heights, we are dedicated to preparing our students for a successful future beyond school. Our Sixth Form plays a pivotal role in promoting various pathways, including university education in the UK and abroad, gap years, apprenticeships, and direct entry into the workforce. Through strategic partnerships with organisations such as The University Guys and Transform Society we provide expert guidance on university applications and course selection. We also offer resources from the Gap Year Association, UCAS, and the National Apprenticeship Service to ensure our students have access to accurate, up-to-date, and impartial information. In line with ISI Section 4, our careers provision highlights a range of options and ensures meaningful interactions for all students, regardless of their background or protected characteristics. By offering personalised support and a wealth of opportunities, we empower our students to make informed decisions about their future and achieve their career aspirations. Useful Links: UCAS | At the heart of connecting people to higher education Browse apprenticeships before you apply Unifrog Start Your Gap Year Here – Gap Year Association Next Steps Diverse Destinations of Frensham Heights Students The destinations our students pursue after leaving Frensham Heights are as diverse and wonderful as the students themselves. From prestigious universities across the globe to unique gap year experiences and fulfilling apprenticeships, our alumni embark on a variety of exciting paths. Explore the map below to see some of the universities and subjects our students have chosen, showcasing the breadth of their achievements and aspirations. DESTINATION MAP Supporting Informed Career Decisions At Frensham Heights, we are committed to providing our students with the tools and resources they need to make informed decisions about their futures. We display posters on the local labour market index in curriculum areas and offer interactive tools such as the Skillsometer and Careerometer widgets shown below. These resources help students identify careers that match their skills, personal attributes, and interests. By utilising the information and tools provided by LMI for All, we ensure that our students have access to accurate, up-to-date, and impartial career guidance aligning with the principles of the Gatsby Benchmarks, ISI standards, and the CDI framework, ensuring that our careers provision is comprehensive and inclusive. Explore the following resources to learn more about the labour market and career opportunities: SKILLOMETER CAREEROMETER These resources empower our students to explore various career paths and make choices that align with their aspirations and strengths. Qualifications Explained At Frensham Heights, we recognise that every student is unique, with different strengths, interests, and career aspirations. Our comprehensive careers guidance programme ensures that all students are encouraged to pursue the right path for them, whether that be through academic, technical, vocational, or work-based qualifications. We provide personalised support to help students explore their options and make informed decisions about their future through a range of activities and resources and provide one-to-guidance. By offering a range of qualifications, students can make their next steps positive ones and pursue qualifications including T Levels, BTEC Extended Diplomas, City and Guilds apprenticeships, Foundation Degrees, and Honours Degrees at Further and Higher Education Institutes or Workplaces. This approach aligns with the principles of the Gatsby Benchmarks, ISI standards, and the CDI framework, ensuring that our careers provision is inclusive and effective. Our commitment to inclusivity means that every student receives the guidance and opportunities they need to succeed, regardless of their background or abilities. We believe that by supporting each student's individual journey, we can help them achieve their full potential and prepare for a successful future. A brief summary of the major pathways are shown below. Qualfications 1/2 Useful Links for Students and Parents At Frensham Heights, we believe that the collaborative efforts of students, parents, alumni and the school are essential in guiding our students towards bright and successful futures. By working together, we can provide comprehensive support and resources that help students make informed decisions about their education and career paths. Below, you will find a selection of useful links that offer valuable information and guidance for both students and parents. These resources cover a wide range of topics, from career advice and university applications to apprenticeships and gap year opportunities. By exploring these links, you can gain insights into the various pathways available and make well-informed choices that align with your aspirations and goals. We encourage students and parents to utilise these resources and engage in open discussions with our dedicated careers team. Together, we can ensure that every student at Frensham Heights receives the support they need to achieve their full potential. USEFUL LINKS useful links Work Experience At Frensham Heights, we know that work experience is a vital component of our students' education, providing them with invaluable insights into the world of work and helping them to develop essential skills and a valuable network for their future careers. Our ethos of fostering creativity, community spirit, and authenticity is reflected in our commitment to offering diverse and meaningful work experience opportunities. By integrating work experience into our careers programme, we ensure that our students can explore their interests, develop their strengths, and gain practical experience in real-world settings. This approach aligns with our values of excellence, inclusivity, and holistic development, preparing our students to thrive in their chosen paths. Work experience is a key element of the Gatsby Benchmarks, particularly Benchmark 6, which emphasises the importance of first-hand experiences of the workplace. Currently we are actively discussing work experience placements in the traditional form at a strategic level. In the meantime, we invite guest speakers and industry professionals to engage with our students to create meaningful interactions and promote virtual work experience opportunities through providers such as Springpod and InvestIN. These initiatives ensure that our students have meaningful encounters with employers and gain insights into various career paths. InvestIN | The Ultimate Work Experience – InvestIN Education What is Virtual Work Experience with Springpod? | Springpod Work Experience Alumni Focus At Frensham Heights, we value the contributions of our alumni, known as Old Frenshamians, who play a crucial role in enriching our Careers provision. By partnering with them through the Frensham for Life program, we provide our current students with valuable insights and guidance on life beyond Frensham Heights and career opportunities. Their experiences and achievements serve as inspiration, helping our students to navigate their own paths with confidence. We are always eager to strengthen our connections with Old Frenshamians and welcome more alumni to share their stories and expertise. If you are an Old Frenshamian and would like to get involved, please get in touch with us. Contact Grant Gallacher Head of Business, Economics and Careers grantgallacher@frensham.org

“By the pricking of my thumbs, something wicked this way comes…” Witches whisper prophecies. A crown beckons. Ambition ignites. This Is My Theatre Company returns with their critically acclaimed, edge-of-your-seat adaptation of Shakespeare’s darkest tragedy, Macbeth. Back by popular demand after sell-out runs and a triumphant Brighton Fringe season, this visceral production explodes onto the stage with music, malice, and murder most foul. Witness the descent into madness as ambition consumes a warrior, fueled by supernatural forces and a thirst for power. What price will be paid for a fleeting taste of kingship? Ambition. Betrayal. Murder. Experience Macbeth like never before. From the haunting whispers of the witches to the final, tragic downfall, experience the full power of Macbeth in this captivating live production. “Of all the Macbeths I’ve encountered… this might just be the most evocative… and most thrilling.” – Fringe Guru, ***** TWO PERFORMANCES. BOOK YOUR TICKETS NOW! £7.50 STUDENTS* & £10 ADULTS FULL LIVE THEATRICAL PERFORMANCE WITH INTERVAL FREE PARKING ON SITE * contact events@frensham.org to ask about school groups Saturday 8th March 2025 2.30pm to 4.30pm Book your tickets Saturday 8th March 2025 7.15pm to 9.15pm Book your tickets Educational Impact Imagine stepping into the very heart of Shakespeare's dark masterpiece. Forget dry textbook pages; imagine the witches' chilling incantations echoing through the theatre, Macbeth's tormented soliloquies ringing out with raw emotion, and Lady Macbeth's steely resolve chilling you to the bone. This is the power of live theatre, and for GCSE and A-Level students studying Macbeth, it's an absolute game-changer. A live performance offers: * Immersive Understanding: Theatre transcends the page, offering a visceral connection to the play's themes of ambition, guilt, and fate. Students don't just read about madness; they witness it unfold before them. * Dynamic Interpretation: Every production offers a unique lens through which to view Macbeth. Students gain exposure to diverse interpretations, sparking critical thinking and enriching their own analyses. * Linguistic Resonance: Hearing Shakespeare's language spoken aloud unlocks its power and beauty in a way that reading alone cannot. The rhythm, the imagery, the sheer poetry—it all comes alive on stage. * Emotional Impact: Theatre is an emotional experience. Students connect with the characters' struggles on a human level, deepening their understanding of the play's profound themes. 

 Seeing Macbeth live is not just educational; it's transformative. It ignites a passion for the play and provides students with invaluable insights that will resonate long after the curtain falls. This is My Theatre Touring theatrical production company This Is My Theatre, founded in 2016 by Artistic Director Sarah Slator, brings the power of classic drama and literary adaptations to everyone. They believe great stories belong to everyone, and we craft each production to resonate within its unique setting creating atmospheric, magical theatrical experiences for all. “Featuring a brilliant cast with musical skill along with their comedic timing, the performance came to a close with a standing ovation thoroughly deserved.” The Argus, ***** (A Midsummer Night’s Dream) “A must see for theatre fans and an education in how to make Shakespeare relevant again.” Binge Fringe, **** (Macbeth) “There is no better small theatre company than This Is My Theatre. This is Shakespeare we can relish – lucid, emotional, funny in all the right places.” BN1 Magazine (Romeo and Juliet) Farnham Literary Festival We are delighted to be working with This is My Theatre to put on this live performance as part of the 2025 Farnham Literary Festival. We are proud to be a part of and sponsor the fourth annual Farnham Literary Festival - a vibrant celebration of the written word, offering a diverse program of events for book lovers of all ages. From author talks and workshops to panel discussions and live performances, the festival brings together writers, readers, and thinkers for a stimulating and inspiring experience.

Students in certain courses will really benefit from completing a bit of work over the summer. Please find a list of courses and the relevant work. SUMMER WORK FOR SIXTH FORM STARTERS Students in certain courses will really benefit from completing a bit of work over the summer. Please see below a list of courses and the relevant work. Not all subjects are shown so don’t worry if you don’t see your course, it just means your tutor has chosen not to ask for any work to be prepared in advance. Suggested Summer Work Biology Please read and complete the OCR A-Level Biology transition test and the OCR A-Level Biology (Maths element) transition test 3D Design Visit at least one exhibition/ museum (Design Museum, V&A, British Museum – Ideally that has a Product Design / Technology / Architecture / Jewellery focus, but if you can’t find anything as relevant visit an Art or Photography exhibition. Complete an account of the experience, both visually (drawings, sketches, photographs) and some written thoughts on the work seen (try to talk about what particularly draws you to specific pieces and talk about the design choices that have been made to make it aesthetically pleasing). Start a Pinterest board or scrap book to collect images of products and buildings that interest and inspire you - Focus on Architecture, Furniture, Lighting, Jewellery. Business Business students need to complete the Business A Level Year 11 to 12 Bridging Resources which they can find here . You can find the mentioned numeracy assessment here. Computer Science You are going to be introduced to Java Programming as part of your A Level. You may already be familiar with Java, or it might be your first time using it. Your first job is to download the necessary Java files and an IDE so you can run programs in Java. Go to the Oracle website and download and install the Java Development Kit on your machine Java Downloads | Oracle It doesn’t really matter what version you choose. Decide which IDE you would like to use. Download and install the software from their websites. You may need to get some help from YouTube to do this but that is all part of A Level thinking and getting yourself to independently learn. Java works well in the following IDEs: IntelliJ IntelliJ IDEA – the Leading Java and Kotlin IDE (jetbrains.com) Eclipse Eclipse IDE | The Eclipse Foundation Visual Studio (only use if you are a very confident programmer already) Learn the basic Java syntax to: Produce an output to console Take an input from the keyboard Declare variables Assign inputs to variables Concatenate outputs to console Use W3 Schools to help you complete this task Java Tutorial (w3schools.com) Chemistry Please use the information in the PowerPoint to help you complete the questions in the OCR transition from GCSE to A-level maths skills document. Powerpoint OCR Transition Document Drama During your course you will explore a wide variety of live theatrical performances, play texts, practitioners and theatrical genres. Over the summer, before you begin the course, we would recommend that you see at least one live production and begin to consider how directors, performers and designers work together to produce a show that makes an impact on a live audience. Your set texts for the course will be MACHINAL by Sophie Treadwell and WOYZECK by Georg Buchner, and we would suggest you familiarise yourself with these either by reading them or watching a film/live theatre version. You will explore a variety of practitioners and other play texts, none of which will be decided until the course is underway and we have had the opportunity to work together. We do not require any specific advance learning but would encourage you to use the reading list below over the summer to begin preparing for your course. SUGGESTED READING LIST As A level students you are expected to conduct independent study, including research and reading around your subject. Outside your lesson times you are expected to conduct an equal amount of study (so for 5 lessons a week this would be just over 4 ½ hours). There will be plenty of time beyond your set prep for you to access the list below. All of these will give you a greater understanding of the world of theatre and those who work in it. Most of these are available through the Drama department or the Library, and if you would like to borrow a copy you are most welcome. Anything we do not currently have can be ordered for you. Please note – this is just a selection of the texts we recommend and you may also wish to read others. We would be happy to recommend a further selection once you have exhausted these! It is also not essential that you read the Practitioner texts in their entirety but select chapters to gain a flavour of the methodology. Practitioners/genres: An Actor Prepares – Stanislavski Brecht on Theatre – Brecht The Frantic Assembly Book of Devising Theatre– Scott Graham Games for Actors and Non‐Actors – Augusto Boal The Empty Space – Peter Brook Shakespeare on Stage– Julian Curry The Theatre and its Double– Antonin Artaud Immersive Theatre– Josh Machamer Play Texts: A Doll’s House – Ibsen Eight – Ella Hickson Look Back in Anger– John Osborne 4.48 Psychosis– Sarah Kane (WARNING – contains strong language/imagery) A Midsummer Night’s Dream– Shakespeare Dance Dance students will be understanding the history and work of Rambert. Take a look at their website https://rambert.org.uk . Make notes on key parts of their history and where they are as a company now. We will be studying practitioners such as Matthew Bourne, Yasmin Vardimon and Christopher Bruce. Watch some of their works to see the style of dance and choreography they use. Alongside this make sure your staying physical. Work on your strength, flexibility and stamina. Keep yourself healthy and strong ready for September. Economics Please find resources here. English We are thrilled that you have chosen to study the English literature A level course with us here at Frensham in September. A level style allows for freedom of thought and interpretation and with this in mind, you need to read the two texts detailed below over the summer so you can bring your fresh ideas to the lessons in September. Atonement by Ian McEwan: ISBN:978-0-099-42979-1 Vintage (£9.99) The Great Gatsby by F.Scott Fitzgerald: ISBN: 978-0-141-18263-6 Penguin Classics (£6.99) Both texts are readily available on Amazon. It might be useful, but not mandatory, to consider purchasing alongside these core texts, the accompanying York notes for A Level study which are priced £7.99 and are available for both texts (visit www.yorknotes.com for details.) The above two texts will form the basis of your coursework, which is worth 20% of your final A Level grade. The emphasis of the coursework is designed to promote love of literature, critical, independent and thought-provoking responses which are not necessarily designed to be prescriptively taught; so, wider interpretations are of the essence. So having an understanding and familiarity of the coursework texts before you start the course will be invaluable. If you have any questions before September, please feel free to contact us on the emails below. We do of course hope that the prospect of reading these two outstanding novels over the summer is a welcomed one; we think you are in for a real treat! Happy reading! Samantha Stuart (Head of English) Teachers of A Level: Alison Bundy and Zoë Richardson You can contact us via email by using the format firstnamelastname@frensham.org Fine Art Visit at least one art exhibition or museum in person . If you are unable to visit any galleries in person, use online museums or galleries web sites to explore their collections. Complete an account of the experience, both visually (drawings, sketches, photographs, postcards…) and some written thoughts on the work seen (try to talk about specific pieces). Complete at least 4 drawings or paintings made from direct observation (not from photographs) A3 or A4 scale, possible larger if you have the opportunity. Your own choice of subject matter, but getting outside for fresh air would be a nice option! Film Studies We would like students to watch the films during the holidays that are being studied next term. (film list for Autumn term) 1.      Watch the Hitchcock film Vertigo and any other Hitchcock from the list 2.      Watch any of the complimentary films from the long list. (film list for the summer) Autumn Term List Summer Term List Geography Please read and complete Bridging the GCSE to A Level Geography Gap and Keep Learning Geography and The Definitive Guide to ALevel Geography Graphic Communication Visit at least one exhibition/ museum (V&A, British Museum or Design Museum – Ideally that has a Graphic Design focus, but if you can’t find anything relevant visit an Art or Photography exhibition. Complete an account of the experience, both visually (drawings, sketches, photographs, postcards…) and some written thoughts on the work seen (try to talk about specific pieces). Start a scrap book or collection of pieces of graphic design that interest and inspire you – pages from magazines, packaging, flyers – photograph posters you like. History Please click below for a suggested reading list KS5 Recommended Reading List 2022 .pdf Download PDF • 147KB Plus this podcast: The Rest is History Modern Foreign Languages Revise tenses with Languages Online Read online newspapers in the chosen language (French – TV5 Monde, Courrier International; Spanish – BBC Mundo, El País, ABC) Watch films on Netflix or Prime (30 mins with audio and subtitles in your chosen language, 30 mins with audio in French or Spanish and English subtitles) Listen to French or Spanish music, finding the lyrics online Maths Students will be emailed directly with summer preparation work during the first week of the holiday. If they do not receive anything by the second week, please contact Paul Hughes PE During the summer, please download the AQA full specification and familiarise yourself with the units that we will cover over the next two years. Make a list of any topics that are completely new and take the opportunity to read the key points on these from within the specification. AQA A-Level PE In Addition, for your practical sport you need to continue to take part in this. Stay fit, stay active and ensure you playing your sport on a regular basis. To link with your coursework, make a list of your strengths and weaknesses in your sport and we can look to address these in September. Photography •Visit at least one photography exhibition. • Complete an account of the experience, both visually (thumbnail photographs) and some written thoughts on the work seen (try to talk about specific pieces) so you can include them in your coursework at a later date. • Be prepared to present your visit to the group in September • Below are suggestions but you can also find your own: The Photographer’s Gallery Artsy Time Out Photo London Masters of Photography Photography Now Serpentine Galleries Southbank Centre V&A Museum National Portrait Gallery Tate Foam Amsterdam Physics Please complete the GCSE to A Level transition sheet in readiness for your first lesson. GCSE A Level transition document OCR PHYSICS A .pdf Download PDF • 644KB Philosophy Please find your summer tasks here Psychology We would suggest that all psychology students subscribe to the ‘Crash Course Psychology’ Youtube channel and watch a few clips introducing key areas, such as ‘Intro to Psychology’, ‘Remembering and Forgetting’ and ‘Social Influence’. We also recommend signing up to the British Psychological Society Digest so you can get a feel for current psychological research. You can sign up here. Finally, we would highly recommend reading The Psychopath Test by Jon Ronson and anything by Malcolm Gladwell, in particular, Blink. Sociology We recommend that you put the BBC News and The Guardian apps on your phone, so you can keep up to date on current affairs and social/educational issues. On BBC Radio 4 there is a brilliant show called Thinking Allowed which you can listen to here. You could also read The Tipping Point by Malcolm Gladwell. Politics Please see a list of recommended podcasts, websites, TV and Radio pre-reading politics .pdf Download PDF • 79KB plus these three podcasts: The Rest is Politics The Rest is Politics Leading The Rest is Politics USA

At Frensham Heights Sixth Form, we pride ourselves on offering an extensive choice of A Level subjects—over 25 options across academic, creative and practical disciplines. Our goal is to help every student build a personalised A Level curriculum that reflects their passions, strengths and future aspirations. SIXTH FORM LIFE COME ALONG TO AN A LEVEL DISCOVERY TASTER SESSION BOOK NOW OVERVIEW DISCOVERY SESSIONS BEYOND THE CLASSROOM ARTS AWARDS FUTURE PATHWAYS ADMISSIONS Life at Frensham Sixth Form: A Vibrant Community Frensham Sixth Form offers the best of both worlds with the independence of a college mixed with the facilities and diverse extracurricular opportunities of a wider school community. Our more informal setting and smaller class sizes allow our students and teachers to really get to know one another - literally on a first name basis. Teachers can then adapt their lessons to the personalities and interests in front of them allowing for a bespoke education for all. Getting the Balance Right. At Frensham, we believe we offer the perfect balance of academic challenge, freedom to grow and support for all those moments along the way. You’ll learn to stand on your own two feet, where there is more freedom than in Year 11, but with the support and encouragement to spur you on. We have small tutor groups with tutors and friends who really know you and look out for you. Tutor Groups Every student belongs to a blended sixth form tutor group, bringing together students from Years 12 and 13. The tutor serves as the central hub of our school community—acting as the key link between students, parents, and staff. They are Sixth Form Specialists and really know how to help when problems arise. Small tutor groups ensure that each student benefits from personalised attention, guidance and support throughout their sixth form journey. Tutor time includes a balance of one-to-one mentoring sessions, group activities and super-curricular learning - where students explore an exciting range of topics beyond the standard curriculum. These sessions are enriched by talks from an inspiring variety of guest speakers, including Nelson Mandela’s bodyguard, war correspondents, Atlantic rowers, mountaineers and Titanic historians, among many others. This dynamic programme helps students broaden their horizons, develop confidence, and engage with real-world issues. Roberts House: A Sixth Form Environment With the Best of All Worlds Roberts House is our co-educational Sixth Form Centre for everyone in Year 12 and 13, day students and boarders, set on the school campus but a bit away from the rest of the school, so you get all the benefit of the school’s incredible facilities, whilst having your own space. With everyone together, it’s like one big family, with a choice of where you study, where you relax and and who with! Every boarder has a single room with study space and day students have shared study rooms. Dedicated Study Spaces for Sixth Form Students Study like you are at Uni. We are increasing our choice of study space with the introduction of our Sixth Form library and café in our historic Main House. Think University library, with quiet spaces, shared spaces and spaces where you can grab a coffee and chat. There will still be the option of your own study space in Roberts so you really will have the best of both worlds. All the extras One of the amazing things about Frensham is the huge range of extra activities you can get involved in. Whether it’s football, climbing, theatre productions, rock & pop gigs or ceramics, the list is over literally over 100 different opportunities long. And there are also the amazing trips including regular surf trips to Polzeath, Arts trips to New York, outward bound to Knoydart in Scotland, adventure in Malawi plus numerous subject specific trips. Discover more about our extracurricular programme. And we have a lot of fun Sixth Form socials over the last couple of years have included casino nights, discos, summer evenings on the lawn, talks and entertainment by visiting performers. And we make sure you end your time at Frensham in style with a lavish prom in our stunning ballroom.

Our Sixth Form students will all have a lot of personal support with making their decisions of where they'd like to go next and what they'd like to do after they leave Frensham. There are a lot of resources out there that compiled with support from tutors and family can combine to make the choice a bit easier.  We hope that the links and videos provided here will be useful to help you whether you're a Frensham student or not! NEXT STEPS Our Sixth Form students will all have a lot of personal support with making their decisions of where they'd like to go next and what they'd like to do after they leave Frensham. There are a lot of resources out there that compiled with support from tutors and family can combine to make the choice a bit easier. We hope that the links and videos provided here will be useful to help you whether you're a Frensham student or not! APPLICATION DEADLINES: Final UCAS deadline for all applications - 25 January 2023 All applications to be completed - 15 October 2022 (internal deadline is 3rd of October*) Applications for Oxford, Cambridge and most courses in medicine, dentistry, and veterinary medicine - 25 January 2023 Applications for the majority of undergraduate courses should arrive at UCAS by 18:00. •note our internal deadline is immediately after October half term HANNAH MANTON: FACTORS WHEN CHOOSING YOUR UNIVERSITY Choosing the right university can be both difficult and exciting. Visiting universities can give you a good insight, but it’s still important that you do your research. There are over 50,000 courses to choose from and choosing well will mean you make the most out of your university experience, are more likely to succeed and get a job that you love. To help you get started, Hannah, our Head of Sixth Form, has put together this video with some tips to help you choose the best options for you. CHARLIE BENNETT: TYPES OF OFFERS After you have made your application, there are a many different offer types that you may receive. Here Charlie, our Head of Pathways, will walk you through the different offers typically made by universities to give you some idea what to expect. JENNY HODGE (FORMER HEAD OF CAREERS): ALTERNATIVE ROUTES & SOURCES OF INFORMATION Here, Jenny discusses alternative routes, focussing on apprenticeships, gap years, internships, work experience and employment. She will navigate you through the unifrog website and other useful online sources of information to help you make informed choices. CHARLIE BENNETT: THE COST OF UNIVERSITY In this clip Charlie breaks down the full costs of university including accommodation, fees and much more. UNIFROG These clips will show you how to make the most of this invaluable tool to create a university shortlist and to write your personal statements. All activity on your Unifrog page is feedback to your tutors so they are able to guide you more effectively through your applications and choices. OXBRIDGE APPLICATION PROCESS Here are a couple of short clips to help you understand and navigate the Oxbridge application process. We are always here to help, so just take this as a starting point and then chat through with your tutor or another member of the Sixth Form team. UNIFROG Play Video Play Video 04:52 Using Unifrog to Create University Course Shortlists Created by Unifrog. Recommended as part of the Frensham Heights Next Steps resources. See the rest here - http://www.frensh.am/next Play Video Play Video 07:06 Using Unifrog to Write Personal Statements Created by Unifrog. Recommended as part of the Frensham Heights Next Steps resources. See the rest here - http://www.frensh.am/next OXBRIDGE APPLICATION Play Video Play Video Official Guide for an Oxford Applicant: Undergraduate (2/3) – How to Apply The Official Guide for an Oxford Applicant: Undergraduate – How to Apply https://www.ox.ac.uk/study Play Video Play Video The Undergraduate Application Process at Cambridge University For more information on the undergraduate application process at Cambridge University see: https://www.undergraduate.study.cam.ac.uk/applying Disclaimer: While every effort has been made to ensure that the information contained in this video is accurate at the time it was uploaded, changes are likely to occur. It is therefore very important that you check the University and College websites for any updates before you apply for the course by visiting www.undergraduate.study.cam.ac.uk and again before accepting any offer to study at the University. Where there is a difference between the contents of this video and these websites, the contents of the website take precedence and represent the basis on which we intend to deliver our educational services to you. TYPES OF COURSES AT UNIVERSITY There are different types of courses at university depending on what and how you want to study. Here are a few clips explaining some of the different routes. This is just a starting point, there is a lot of information out there and the Sixth Form team are all available to discuss your next steps with you. TYPES OF COURSES Play Video Play Video 01:23 Foundation Years, Foundation Degrees and Art Foundation: Clearing up the Confusion (UK Uni) Play Video Play Video 03:26 Sandwich Course and Work Placements. Stepping Further #17 Applying to university is a massive step. Writing your UCAS personal statement and picking the university or course. Each decision you make today will have an impact on the rest of your life, shaping the path you will take for the next three or four years and beyond. Buy from Amazon http://geni.us/fteEOd Just take a deep breath, because Stepping Further is here to help. This comprehensive guide to applying to university in the U.K. is jam-packed with concise answers and real-life student experiences. There are so many questions you might have, including: How do I write a personal statement? What should I do to prepare? What are universities looking for? How do I choose a university? How will I afford tuition fees? What will they ask at interview? Do I need a bachelor’s degree or an honour’s degree? What course should I take? Do I need to take the BMAT or the UKCAT? What is so different about Oxford and Cambridge? Can I take a gap year? What if I make a mistake and end up at the wrong place? I get it, it can be overwhelming. That’s why in Stepping Further: A Comprehensive Guide to Applying to University in the UK I’ve covered all this and more in an easy-to-use, all-inclusive guide to everything YOU need to know as you embark on your university journey. I’ve been guiding students through the UCAS application process, beginning to end, for years now, and that means I know better than anyone what it takes to not only get into university, but also thrive there. In my step-by-step guide I’ll advise you on, what admissions is looking for, what they love, what they hate, what will impress them and what will put your application straight into the bin. I’ll help you determine if a city or campus is best for you, how to finance your education, what course to take, and more. I understand that not everyone applying is going to be 18 and coming straight from school so I’ve included sections aimed at international students; mature students and student parents. Going to university doesn’t have to be hard. Stepping Further is here to show you the way. I want to help you achieve the grades you (and I) know you are capable of; these grades are the stepping stone to your future. Even if you don't want to study science or maths further, the grades you get now will open doors in the future. To help you get even better grades I’ve written a lot of e-books, packed full of loads of excellent questions to help you study. Because the best thing you can do is practice. Visit my website for e-books, flashcards and extension questions https://www.primrosekitten.com For exclusive revision, videos and workshops, join the channel https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA/join I am human, and I make mistakes, please point out any that you find and there is no need to follow that with a load of abuse. PhET Interactive Simulations University of Colorado Boulder https://phet.colorado.edu Music; Something Elated by Broke For Free. From the Free Music Archive, CC BY Images from; Classroom Core (TpT), Hidesy Clipart (TpT), The Cher Room (TpT), The Triple Point (TpT), Ninja Woman (TpT), The Painted Crew (TpT) Teacher's Clipart (TpT) Shutterstock MICHELE RICKETT: INTRO TO ART & DESIGN FOUNDATION COURSES Michele, our Head of Creative Arts, introduces the purpose and structure of Art and Design Foundation courses. She talks about the application process – how it differs from university, the need to research the different courses and find the right one for you. THINKING OF A FOUNDATION COURSE? Here are some really informative videos to get you started. FOUNDATION COURSE Play Video Play Video 02:29 Open Day: Foundation Diploma in Art and Design Course Leader Chris Roberts discusses the Foundation Diploma in Art and Design course at Central Saint Martins, and those attending this year's open day give their first impressions. Film by Gareth Johnson Subscribe to our channel: https://www.youtube.com/channel/UC-ePURNUTvYu2dKvW0-tHqg?view_as=subscriber?sub_confirmation=1 Play Video Play Video 04:00 Foundation Diploma in Art and Design at Central Saint Martins Hear from students and staff on the Foundation Diploma in Art and Design at Central Saint Martins. Play Video Play Video Preparing a portfolio for foundation study Are you hoping to study on one of our foundation courses? We've spoken to staff and students to get insights on what you should include in your portfolio when applying to one of our foundation courses. Find more guidance on preparing your portfolio over here: https://www.arts.ac.uk/study-at-ual/apply/portfolio-advice Film by @grey__moth. Animations created by @rosabeiroa Featuring: - Rachel Dickson, Dean of Academic Programmes: Central Saint Martins - Chris Brown, Assistant International Academic Coordinator: Central Saint Martins - Claire McCormack, Programme Director Foundation Diploma: Camberwell College of Arts - Paul Yuille, Director of International and Recruitment: London College of Fashion - Cath Johnson, International Academic Coordinator: London College of Communication - Makeba Lewis, International Academic Coordinator: Chelsea College of Arts - Salma Mert, Foundation Diploma in Arts and Design: Central Saint Martins - Jan Herbst, Foundation Diploma in Arts and Design: Central Saint Martins - Annie Purdy, Foundation Diploma in Arts and Design: Central Saint Martins Play Video Play Video 02:38 Application advice: What to include in a personal statement Writing a personal statement can be a daunting task, but it's a great chance to tell us about yourself and what you hope to study. We've gathered advice from UAL staff and students to help you draft the best statement you can. Find more guidance on preparing your portfolio over here: https://www.arts.ac.uk/study-at-ual/apply/portfolio-advice Film by @grey__moth. Animations created by @rosabeiroa Featuring: - Rachel Dickson, Dean of Academic Programmes: Central Saint Martins - Georgia Steele, Academic Coordinator and Curriculum Leader Foundation: Central Saint Martins - Claire McCormack, Programme Director Foundation Diploma: Camberwell College of Arts - Paul Yuille, Director of International and Recruitment: London College of Fashion - Lucy Brown, Associate Dean of Screen: London College of Communication - Lynda Doyle, International Academic Coordinator: London College of Communication - Wendy Anderson, Director of International Development: Chelsea College of Arts - Kelsey Finn, BA (Hons) Film Practice: London College of Communication THINKING OF BECOMING AN ACTOR? How to prepare for auditions

TEDxFrensham 2022 celebrated the diversity of humanity. TEDxFRENSHAM A Celebration of Ideas. 2022: HUMAN TOGETHER 2018: THE FUTURE IS BRIGHT TEDxFrensham 2022 Human Together: Celebrating the Kaleidoscope On Saturday 30th April 2022, we held our second TEDxFrensham event. Speakers were chosen to represent areas of society, culture, education and science that could benefit from diversity of thought and humanity. The event presented multiple issues and a diversity of voices sharing stories to challenge and shape our thinking as a strong community that can make a difference in the world, through our collective humanity. 2022 2022 Speakers Alexia Quin OBE Alexia Quin is the director and founder of Music as Therapy International, a charity aiming to make music an integral part of care for vulnerable people worldwide. Click below to watch Alexia's talk - The Musical Connection. WATCH ALEXIA'S TALK Ben Lindsay Ben is founder of Power The Fight, a charity which launched in Jan 2019 to train and empower communities to end youth violence. Since 2019 Power The Fight has trained over 12000 practitioners in understanding the issues surrounding violence affecting young people. WATCH BEN'S TALK Geoffrey O Williams Geoffrey is the co-founder of social enterprise, Rocking Ur Teens, which introduces young people aged 13- 14 to the world of work. WATCH GEOFFREY'S TALK Iain Wilkie Iain is the founder of 50 Million Voices, a charity aiming to transform the world of work for the 50 million adults globally who, like himself, stutter. WATCH IAIN'S TALK Jess Thompson Jess Thompson is the founder of Migrateful which runs cookery classes led by migrant chefs who are struggling to integrate and access employment, due to legal and linguistic barriers. WATCH JESS'S TALK Katie Litchfield Katie Litchfield is the founder of WeQual. She is driven by a determination to tackle the lack of diversity and equality in the leadership of the world’s biggest businesses and beyond. WATCH KATIE'S TALK Lucy McCrudden Lucy McCrudden, aka Dance Mama, is a London-based dance entrepreneur and advocate. She is Founder of dancemama.org - a community, information and professional development hub and platform profiling significant parents in dance and the arts. WATCH LUCY'S TALK Mills Mills is a bit of a genius, masquerading as a joker. He’s spent his life being very serious about never being serious, while accidentally doing some serious things! He’s ultra passionate about supporting early stage creative founders. He always wears micro shorts (deal with it!) WATCH MILL'S TALK Matt + Fiona MATT+FIONA is a collaborative venture between architect Matthew Springett and educator Fiona MacDonald which responds to the question - how many young people look around them and feel that they have a say in what they see? We ask young people how their built environment might be improved and empower them to bring that vision to life. WATCH MATT + FIONA'S TALK Rachel Morris Rachel is a Paralympic champion in both rowing and handcycling. She is developing programmes to enable those with mental health challenges, special educational needs or disabilities to get support through sport. WATCH RACHEL'S TALK Richard Coope A digital leader with 25 years of experience, Richard has been a Digital Director in 5 of the UK's largest independent agencies and runs his own digital consultancy, called Brightful. WATCH RICHARD'S TALK Steven Frank Steven Frank was born in 1935 into a secular Jewish family in Amsterdam. With the outbreak of the war the family decided to remain in Holland. Steven’s father joined the Dutch resistance and helped many people escape but in 1942 he was betrayed and sent to Auschwitz where he was gassed. Steven and his mother and brother were taken to Barneveld and then Westerbork. In September 1944 they were sent to Theresienstadt where the whole family miraculously survived. WATCH STEVEN'S TALK TEDxFrensham 2018 The Future is Bright On Saturday 29th September 2018, we hosted our very first TEDxFrensham event — an inspiring day that brought together ideas, voices, and perspectives under the hopeful theme “The Future is Bright.” Throughout the day, a rich mix of speakers shared personal stories, bold ideas, and thought-provoking insights, all designed to challenge assumptions and inspire action. From scientific innovation to social impact, from education to equality, each talk reinforced a shared belief that the future shines brightest when we lead with humanity. 2018 Andrew Fisher Andrew Fisher, former Headmaster of a progressive independent school, asks us to challenge the politicising of education. Why do we accept the constant assessing of our children? Why do we deny it is damaging them? Instead, we blame the increase in anxiety and mental health problems on their lack of robustness and grit. WATCH ANDREW'S TALK Charlie Mackesy Through his passion for drawing, artist Charlie Mackesy challenges us to abandon the idea of being good. Instead have the courage to draw, sing, play from your heart, from your emotions. And if we do this together, we build connections, we start communicating, we start belonging, we start to have a community. WATCH CHARLIE'S TALK I Speak Music Music educator and composer Jim Pinchen, viola player Raghad Haddad and the I Speak Music Orchestra come together to show us that through rhythm and music we can break down barriers of politics, language and culture and create something unique and magical: a community. A team of talented and enthusiastic professional musicians and supporters working with vulnerable and ‘newly arrived’ young people. WATCH I SPEAK MUSIC'S PERFORMANCE James Christian Architect James Christian shares his forward-thinking design process, touching on user-centred design and design for children's mental health facilities. Working under the ethos of ‘fantastic pragmatism’, Projects Office embrace user engagement, storytelling and the use of narrative to create environments anchored in their unique social and cultural contexts. WATCH JAMES'S TALK Laura Kischel Cognitive neuroscientist Laura Kischkel is working to overcome cultural differences and environmental difficulties to take the latest neuroscientific technology to rural Africa to gain an insight into how we can strengthen infant brain development in The Gambia and other low resource areas. Laura's interest lies in understanding how human cognition first develops during infancy and early childhood. WATCH LAURA'S TALK Shafina Vohra During her early experiences in teaching, PhD candidate and Psychology teacher Shafina Vohra found herself with a room full of students bored by science. Rather than plodding through the textbook, she took a risk and got them using their hands, learning with their hands. This made her realise the power of hands-on learning. WATCH SHAFINA'S TALK Tom Doust Educator and social innovator Tom Doust shows us the importance and power of mind-wandering. The best ideas come when we allow our minds to wander. Our imagination grows stronger allowing us to be more resilient and responsive to the rapidly changing world. A social innovator, Tom Doust has spent his 16 year career designing and delivering creative multi-stakeholder programmes with children, young people, families, schools and communities across the education, design and cultural sectors. WATCH TOM'S TALK

Frensham Heights Term Dates for the next academic year. TERM DATES AUTUMN TERM 2025 New Staff Induction Day - Tuesday 2 September Staff Conference - Wed 3, Thurs 4, Fri 5 September Boarders return Years 7, 9, 12 & 13 - 5pm Sun 7 September Day students return Years N-7, 9, 12 & 13 - Mon 8 September Boarders return Years 8, 10 & 11 - 5pm Monday 8 September Day students return Years 8, 10 & 11 -Tuesday 9 September Boarding houses close - 10 am Sat 18 October HALF TERM - Sat 18 October – Mon 3 November Staff Conference - Monday 3 November Boarders return - 5pm Monday 3 November Classes Begin - Tuesday 4 November Term Ends - Thursday 11 December SPRING TERM 2026 Staff Conference - Mon 5 January Boarders return - 5pm Mon 5 January Classes begin - Tues 6 January Boarding houses close - 10am Sat 14 February HALF TERM - Sat 14 February – Sun 22 February Boarders return - 7pm Sun 22 February Classes Begin - Mon 23 February Term Ends - Friday 27 March SUMMER TERM 2026 Staff Conference - Mon 20 April Boarders return - 5pm Mon 20 April Classes begin - Tues 21 April Boarding Houses close - Sat 2 May May Bank Holiday Weekend Exeat - Sat 2 May to Mon 4 May Boarding Houses open - 7pm Mon 4 May Boarding Houses close - 10am Sat 23 May HALF TERM Sat 23 May - Sun 31 May Boarders return - 7pm Sun 31 May Classes Begin - Mon 1 June Centenary Founders’ Day - Fri 3 July/Sat 4 July Term Ends - Wed 8 July We appreciate the challenges of travel for our overseas families, therefore please note that for European families we would accept departures after lunch on the last day of a half term/term and 1 day to allow for students who need to get long haul flights. School and boarding houses closed Saturday 2 May to Monday 4 May for day and boarding pupils. Please note all students expected in school for Founders’ Days. AUTUMN TERM 2026 New Staff Induction Day - Thurs 27 August Staff Conference - Tues 1, Wed 2 September Boarders return Y7,9,12 & 13 - 5pm Wednesday 2 September Day students return YN-7,9,12 & 13 - Thursday 3 September Boarders return Y8, 10 & 11 - 5pm Thursday 3 September Day students return Y8, 10 & 11 - Friday 4 September Boarding houses close - 7pm Friday 16 October HALF TERM - Saturday 17 October - Sunday 1 November Staff Conference - Monday 2 November Boarders return - 5pm Monday 2 November Classes Begin - Tuesday 3 November Term Ends - Thursday 10 December - 2.30pm for Yr R-6, 3pm for Yr7-13 SPRING TERM 2027 Staff Conference - Monday 4 January Boarders return - 5pm Monday 4 January Classes begin - Tuesday 5 January Boarding houses close - 7pm Friday 12 February HALF TERM - Saturday 13 February - Sunday 21 February Boarders return - 7pm Sunday 21 February Classes Begin - Monday 22 February Term Ends - Thursday 25 March - 2.30pm for Yr R-6, 3pm for Yr7-13 SUMMER TERM 2027 Staff Conference - Monday 19 April Boarders return - 5pm Monday 19 April Classes begin- Tuesday 20 April Boarding Houses close - 7pm Friday 30 April May Bank Holiday Exeat Weekend- Saturday 1 May – Monday 3 May Boarding Houses open - 7pm Monday 3 May Classes begin - Tuesday 4 May Boarding Houses close - 7pm Friday 28 May HALF TERM - Saturday 29 May - Sunday 6 June Boarders return - 7pm Sunday 6 June Classes Begin - Monday 7 June Founders’ Day - Saturday 26 June Term Ends - Wednesday 7 July - 2.30pm for Yr R-6, 3pm for Yr7-13 We appreciate the challenges of travel for our boarding families, therefore please note that for European families we would accept departures after lunch on the last day of a half term/term. For those students with long haul flights, they can leave anytime on the last day of a half term/term. School and boarding houses close Saturday 1 May to Monday 3 May for day and boarding pupils. Please note all students expected in school for Founders’ Day. Fireflies Nursery will be closed on the following dates: Tuesday 1st September Monday 21st December to Friday 1st January Tuesday 30th March to Friday 2nd April. Monday 19th July to Friday 30th July.

Important forms that will need to be filled out before your child can start at Frensham Heights. Please get in touch if you have any problems. FORMS MEDICAL INFORMATION LANGUAGES QUESTIONNAIRE CATERING ALLERGY & INTOLERANCE FORM INDIVIDUAL MUSIC LESSON REQUEST FORM TRIPS & OFFSITE VISITS FORM TAXI CONSENT FORM (BOARDERS) WEEKEND ARRANGEMENTS (BOARDERS)

Please come and see us at the Independent Schools Show on 21 May. COME AND SEE US AT THE ISS SUMMER FAIR! We will be at the Independent School Show Autumn Fair on Thursday 9th October 2025 We'd love to tell you more about us and find out if we could be the perfect school for your family. We are very proud to be different. We have a refreshingly modern style of educating which makes for a vibrant, innovative learning environment. Have a look around our website and come and see us at the ISS Summer Fair - or come and see us at school. We'd love to meet you! VISIT US FOR AN OPEN MORNING Get in Touch I would like to sign up to the newsletter to find out about school events Submit Thank you for getting in touch

EXTRACURRICULAR CLUBS SUMMER 2022 1. Click on the relevant Year Group to see a list of available clubs. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 2. Once you've chosen, click here to sign-up via SOCS.

“By the pricking of my thumbs, something wicked this way comes…” Witches whisper prophecies. A crown beckons. Ambition ignites. This Is My Theatre Company returns with their critically acclaimed, edge-of-your-seat adaptation of Shakespeare’s darkest tragedy, Macbeth. Back by popular demand after sell-out runs and a triumphant Brighton Fringe season, this visceral production explodes onto the stage with music, malice, and murder most foul. Ambition. Betrayal. Murder. Experience Macbeth like never before. Witness the descent into madness as ambition consumes a warrior, fueled by supernatural forces and a thirst for power. What price will be paid for a fleeting taste of kingship? From the haunting whispers of the witches to the final, tragic downfall, experience the full power of Macbeth in this captivating live production. “Of all the Macbeths I’ve encountered… this might just be the most evocative… and most thrilling.” – Fringe Guru, ***** Two performances. Book your tickets now! £7.50 student tickets* / £10 adult tickets Full live theatrical production with interval. Free parking on site. * please get in touch at events@frensham.org to discuss school bookings and concessions 4 to 8 year olds 9.30am - 10.25am Book your place 9 to 11 year olds 10.50am to 11.50am Book your place Educational Impact Imagine stepping into the very heart of Shakespeare's dark masterpiece. Forget dry textbook pages; imagine the witches' chilling incantations echoing through the theatre, Macbeth's tormented soliloquies ringing out with raw emotion, and Lady Macbeth's steely resolve chilling you to the bone. This is the power of live theatre, and for GCSE and A-Level students studying Macbeth, it's an absolute game-changer. A live performance offers: Immersive Understanding: Theatre transcends the page, offering a visceral connection to the play's themes of ambition, guilt, and fate. Students don't just read about madness; they witness it unfold before them. Dynamic Interpretation: Every production offers a unique lens through which to view Macbeth. Students gain exposure to diverse interpretations, sparking critical thinking and enriching their own analyses. Linguistic Resonance: Hearing Shakespeare's language spoken aloud unlocks its power and beauty in a way that reading alone cannot. The rhythm, the imagery, the sheer poetry—it all comes alive on stage. Emotional Impact: Theatre is an emotional experience. Students connect with the characters' struggles on a human level, deepening their understanding of the play's profound themes. Seeing Macbeth live is not just educational; it's transformative. It ignites a passion for the play and provides students with invaluable insights that will resonate long after the curtain falls. This is My Theatre This Is My Theatre, founded in 2016 by Artistic Director Sarah Slator, brings the power of classic drama and literary adaptations to everyone, especially those in rural communities. We believe great stories belong to everyone, and we craft each production to resonate within its unique setting – from grand halls to intimate spaces – creating atmospheric, magical theatrical experiences for all. “Featuring a brilliant cast with musical skill along with their comedic timing, the performance came to a close with a standing ovation thoroughly deserved.” The Argus, ***** (A Midsummer Night’s Dream) “A must see for theatre fans and an education in how to make Shakespeare relevant again.” Binge Fringe, **** (Macbeth) “There is no better small theatre company than This Is My Theatre. This is Shakespeare we can relish – lucid, emotional, funny in all the right places.” BN1 Magazine (Romeo and Juliet) Farnham Literary Festival Frensham Heights is delighted to welcome This is My Theatre back to the Aldridge Theatre with this special four cast production of Macbeth commissioned for the 2025 Farnham Literary Festival. We are proud to take part in and sponsor the fourth annual Farnham Literary Festival - a vibrant celebration of the written word, offering a diverse program of events for book lovers of all ages. From author talks and workshops to panel discussions and live performances, the festival brings together writers, readers, and thinkers for a stimulating and inspiring experience. Please go to their website to see the full 2025 programme.

There’s Nothing Here... We can’t find the page you’re looking for. Check the URL, or head back home. Go Home