Head Teacher: Remo Iafrate [BSc (Hons), MA, NPQH]
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The Pastoral System at Villiers High School

At Villiers we believe that students learn best when they are in an environment in which they feel safe and secure. Structures and procedures have been developed which will encourage all students to fulfil their potential, promoting positive attitudes to learning within a caring and supportive environment. We believe that no child can learn successfully when worried or unhappy. We therefore aim to provide a calm, ordered and caring environment in which learning can take place and in which the students feel valued members of the school community.

Students are allocated a form group on arrival and have the stability of working in this group as they progress through the school. The Form Teacher, Head of Year and the Pastoral Assistants for the year group play a vital role in supporting and encouraging each individual and are the first point of contact between school and home.

Daily form periods allow Form Tutors to monitor the progress and wellbeing of their students and provide individuals with the mentoring, support and guidance they need. Within these form periods a programme of activities are carried out to support their well-being and learning.

The Pastoral team at work closely with parents and encourage you to contact the school as soon as a problem arises. In most instances initial contact should be made via your child's Form Tutor or with the Pastoral Assistants that supports the Year teams.


A-level Further Mathematics offers students the chance to broaden and deepen their mathematical knowledge and skills developed when studying A-level Mathematics. It can be studied alongside or taken after A-level Mathematics.

Topics such as Matrices and Complex Numbers are introduced for the first time, while others, such as Algebra, Calculus and Trigonometry, are studied in greater depth.

Knowledge/skills gained:

· understanding of the Mathematics, both practical and theoretical, that underpin nearly all aspects of our lives

· improved mathematical understanding and technique

· acute logical thinking and problem-solving abilities

· the ability to process, interpret, analyse and use information.

A-level Business Studies helps students:

· develop a critical understanding of organisations, the markets they serve and the process of adding value

· be aware that business behaviour can be studied from the perspectives of a range of stakeholders

· acquire a range of skills including decision-making and problem-solving

· be aware of the current structure of business and business practice.

This four-unit specification requires students to develop their ability to acquire a range of important and transferable skills including data skills, presenting arguments, making judgments and conducting research.

This course has no coursework or controlled assessment.

Although not an entry requirement, this course is particularly suitable for students who have studied GCSE Business Studies as this specification builds on the concepts and skills they have already learned.

AS Examinations (Award Code 1131)

Unit 1 – BUSS1 Unit 2 – BUSS2

Planning and Financing a Business Managing a Business

40% of AS, 20% of A Level 60% of AS, 30% of A Level

1 hour 15 minutes examination 1 hour 30 minutes examination

60 marks 80 marks

Short answer questions and extended Compulsory, multi-part data response

responses based on a mini case study. questions

A2 Examinations (Award Code 2131)

Unit 3 – BUSS3 Unit 4 – BUSS4

Strategies for Success The Business Environment and Managing Change

25% of A Level 25% of A Level

1 hour 45 minutes examination 1 hour 45 minutes examination

80 marks 80 marks

Questions requiring extended answers based Pre-release research tasks leading to the first

on an unseen case study drawing upon section of a two section examination.

knowledge from AS units. Second section will consist of choice of essays.

All questions will be essay style and synoptic

Therefore drawing upon knowledge from all

4 units

AQA AS/A2 Drama and theatre studies


What do you do?



Unit 1a

You will go and see lots of Drama performances, both mainstream and fringe and evaluate them, looking at lighting, space and characters in the play You will answer 1 question in an exam.

Externally assessed

1 Hour 30 minute exam



Unit 1b

You will study the play ‘Taming of the Shrew’ and answer a question based on an area of the play, especially in relation to how you would direct it. You will answer one question in an exam.

Unit 2

You will look at the work of a practitioner or theatre company and direct and act in a performance of an extract with links to the practitioner or theatre company.

Internally assessed, externally moderated




Unit 3a

You will look at the play by Goldoni, The Servant of Two Masters. During this time you will also study Commedia dell arte, comedy, slapstick type plays and that type of theatre.

Externally assessed

1 Hour 30 minute exam


Unit 3b

You will look at the play The Trail by Berkoff. You will be asked for suggestions for a complete stage realisation of a short extract from the selected set text.

Unit 4

You will develop and present a piece of Drama that shows your knowledge from the last 2 years. You will study a practitioner and a type of theatre which will influence your own devised piece.

Internally assessed, externally moderated



Course: AS and A2

Exam board: AQA

Entry Requirements:
Five GCSEs (or equivalent) including Science at grade C or higher, with English and Maths at grade B or higher. GCSE ICT at grade B or higher desirable.

Course Description:

The course is based on 4 units;

The first unit: INFO1 Practical Problem Solving in the Digital World 50% of AS, 25% of A Level
provide students with the opportunity to develop their knowledge and understanding of the development of ICT systems through practical experience in using a range of applications software in a structured way.

Assessment: 1 hour 30 minutes examination Section A: short answer questions Section B: structured questions

For this exam - you take in a piece of coursework you prepared in class

The second unit INFO 2 Living in the Digital World 50% of AS, 25% of A Level

will give you a solid grounding in ICT areas like transferring data, backups and the interface between people and ICT systems. This unit is designed to give students the wider picture of the use of ICT and to enable the understanding of basic terms and concepts involved in the study of the subject.

Assessment: 1 hour 30 minutes examination Section A: short answer questions Section B: structured questions

The third unitINFO3The Use of ICT in the Digital World 30% of A Level
students will cover technology developments, how to manage ICT projects, and the use of ICT solutions within organisations This unit is designed to address issues associated with the management of ICT and its use within organisations.

Assessment: 2 hour examination Section A: structured questions based on pre-release material

Section B: questions requiring extended answers

The final unitINFO4Coursework: Practical Issues Involved in the Use of ICT in the Digital World

20% of A Level
provides students with the opportunity to complete a substantial project, involving the production of an ICT-related system over an extended period of time. You will get hands-on experience by planning, designing and implementing a real ICT-related system.

Assessment: Coursework project report, marked by centre and moderated by AQA

Course Content:


The course aims to develop and prepare students for a technological world and offers to enhance:

problem-solving and interpersonal skills as well as the ability to analyse, appraise and make critical judgements.

Students will learn about of the nature of information technology and its role in management, the implication of applications and information systems and an understanding of the role of people, technology and systems in organisations.

Assessment is by externally set examinations and coursework.

What will you learn?

  • Data and information, and the need for their organisation and manipulation to facilitate effective use.
  • Using ICT for a range of purposes.
  • The social, cultural, legal, technical, ethical, economic and environmental considerations on the use of ICT.
  • ICT for individuals, organisations and society; ICT systems (including hardware, software and communication)
  • The development of high-quality ICT-related solutions to problems
  • Emerging technologies and ICT

Progression Routes:

Degree courses including Computing, Information Systems, Software or follow a career in the Computing industry as trainee systems analysts, software consultants etc. However this course is of enormous benefit to all students who wish to enter a career involving business, technology or management.



Contact name: Mr J. Grant gt018@villiers.ealing.sch.uk

Think about the objects that you love. Your mobile phone with its delicious curves was designed on a computer screen. The car you yearn to starting life as a reduced size clay model. A building that you admire sprang from the drawing board of an architect and it’s now a new phenomenon.

As a 3D designer you are at the cross roads of a number of skills. Of course you need creativity, in order to imagine the shape and function of the object. But you will also need to know about he manufacturing processes, materials and marketing.

3D design is an enormously satisfying career. You have an idea and with that use of tools like clay or computers, it comes to life. Imagine how satisfying it must be for the person who designed the iPhone, to hold the finished product in their hand.

Your A’Level studies covers four main topics and you will study two of these each year. In ‘materials, components and application’ you will look at materials, production processes and the impact of cost and design. In ‘learning through designing and making’ you will producer coursework using your own design with a range of materials and media. This first year involves 2 assessments, a two hours written paper accounting for 25% of your total marks and the coursework with your design portfolio for another 25% of your total marks.

In the second year you will get to grips with ‘Design and manufacture’ helping you to appreciate the relationship between design and technology or form and function. ‘Design and making in practice’ is the practical coursework part, making an object and recording the processes you went through. This second year again involves 2 assessments, a two hours written paper accounting for 25% of your total marks and the coursework with your design portfolio for the final 25% of you’re A’Level marks.

3D design could take you into a number of exciting career paths, for example product of automotive design or even computer generated cartoons or maybe CAD for industry appeals to you more. This course could take you into architecture, teaching, manufacturing , advertising or even engineering.

The D&T Product Design 3D will help you to develop a number of skills:

•How to assemble data and assess it
•How to investigate fact and sue deduction
•How to put your point of view fluently
•How to work as a team to achieve results
•How to take responsibility for your own learning

· Course title: BTECH National Diploma in Applied Science ( Medicine Pathway)

· Exam board: Edexcel

· Admission criteria: Minimum requirements – a pass and a Merit at Level 2, but two Merits at Level 2 will be preferred.

· Programme Overview

The quantity of units that you take will depend on which qualification you are working towards. Qualifications Overview :

BTEC Level 3 Nationals

Qualification title


Qualification title


Equivalent to


Edexcel Level 3 BTEC


Edexcel BTEC Level 3

Extended Diploma


3 GCE A Levels

National Diploma


Edexcel BTEC Level 3



2 GCE A Levels

Edexcel Level 3 BTEC


Edexcel BTEC Level 3

Subsidiary Diploma


1 GCE A Level

Edexcel BTEC Level 3 Certificate


1 GCE AS Levels

Qualification 1:

The Edexcel BTEC Level 3 Certificatein Applied Science (30 Credits) consists of three mandatory units.

Mandatory Units:

Unit Number

Unit Name

Unit Credits

Unit 1

Fundamentals of Science


Unit 2

Working in the Science Industry


Unit 4

Scientific Practical Techniques


· To achieve the Edexcel BTEC Level 3 Certificatein Applied Science you must complete all three mandatory units.

Qualification 2:

The Edexcel BTEC Level 3 Subsidiary Diploma in Applied Science (60 Credits) consists of three mandatory units and three Optional units.

Mandatory Units:

Unit Number

Unit Name

Unit Credits

Unit 1

Fundamentals of Science


Unit 2

Working in the Science Industry


Unit 4

Scientific Practical Techniques


Optional Units:

Unit Number

Unit Name

Unit Credits

Unit 11

Physiology of Human Body Systems


Unit 13

Biochemistry and Biochemical Techniques


Unit 18

Genetics and Genetic Engineering Sciences


To achieve the Edexcel BTEC Level 3 Subsidiary Diploma in Applied Science you must complete all three mandatory units and all three optional units.

· Your teacher may choose to deliver alternative optional units to the ones specified in the table above. Any alternative units chosen by your teacher will also add up to a total of 30 credits.

Qualification 3:

The Edexcel BTEC Level 3 Diplomain Applied Science (120 Credits) consists of six mandatory units and seven optional units.

Mandatory Units:

Unit Number

Unit Name

Unit Credits

Unit 1

Fundamentals of Science


Unit 2

Working in the Science Industry


Unit 3

Scientific Investigation


Unit 4

Scientific Practical Techniques


Unit 5

Perceptions of Science


Unit 6

Using Mathematical tools for science


Optional Units:

Unit Number

Unit Name

Unit Credits

Unit 8

Using statistics for science


Unit 11

Physiology of Human Body Systems


Unit 13

Biochemistry and Biochemical Techniques


Unit 15

Microbiological Techniques


Unit 18

Genetics and Genetic Engineering Sciences


Unit 20

Medical Physics Techniques


To be confirmed

To be confirmed


· To achieve the Edexcel BTEC Level 3 Diploma in Applied Science you must complete all six mandatory units and all seven optional units.

· Your teacher may choose to deliver alternative optional units to the ones specified in the table above. Any alternative units chosen by your teacher will also add up to a total of 65 credits.

Qualification 4:

The Edexcel BTEC Level 3 Extended Diplomain Applied Science (180 Credits) consists of six mandatory units and a variety of optional units to give an overall total of 180 credits.

Mandatory Units:

Unit Number

Unit Name

Unit Credits

Unit 1

Fundamentals of Science


Unit 2

Working in the Science Industry


Unit 3

Scientific Investigation


Unit 4

Scientific Practical Techniques


Unit 5

Perceptions of Science


Unit 6

Using Mathematical tools for science


Below is a list of the Optional units. Your Teachers will tell you which units you will be covering at the start of the course. Tick off the ones you will be doing!

Specialist units – select unit(s) to give an overall total of 180 credits

Unit Number

Unit Name

Unit Credits



Mathematical Calculations for Science



Using Statistics in Science



Informatics in Science



Using Science in the Workplace



Physiology of Human Body Systems



Physiology of Human Regulation and Reproduction



Biochemistry and Biochemical Techniques



Energy Changes, Sources and Applications



Microbiological Techniques



Chemistry for Biology Technicians



Electrical Circuits and their Applications



Genetics and Genetic Engineering



Practical Chemical Analysis



Medical Physics Techniques



Biomedical Science Techniques



Chemical Laboratory Techniques



Electronics for Science Technicians



Physiological Investigations



Medical Instrumentation



Clinical Psychology



Diseases and Infections


· To achieve the Edexcel BTEC Level 3 Extended Diploma in Applied Science you must complete all six mandatory units and enough optional units to have a total of 180 Credits.

· Your teacher may choose to deliver alternative optional units to the ones specified in the table above. Any alternative optional units chosen by your teacher will also add up to a total of 125 credits.

How the course is assessed:

· The course is assessed through completing assignments. Assessment for each unit will be based on a variety of assignments which include written work, practical based work and presentations using ICT. There are three grades: Pass, Merit and Distinction. You will be given written feedback in your exercise book or on draft versions of your assignments and verbal feedback on your progress at least once a month. Your teacher will provide formative comments. This will provide information about grade working towards and how to improve.

· Your coursework will be marked in line with Edexcel criteria and summative feedback will be provided on how to improve your work.

· It is your responsibility to ensure that you follow the advice given by your teacher in order to achieve your potential grade.

· Once a term your coursework will be internally verified and then In May all your coursework will be submitted to the examination board for final assessment.

There are 4 levels to this qualification:

¢ BTEC Level 3 Certificate – 30 Credits

— Equivalent to One A/S Level (Pass/Merit/Distinction)

— Approx 1 year course

— To achieve full accreditation you must complete enough work to achieve 30 credits.

— You will have an opportunity to work towards a Pass, a Merit, or a Distinction.

— A Pass is equivalent to a Grade C at A/S Level. A Merit is equivalent to a grade B at A/S Level. A Distinction is equivalent to a grade A at A/S Level.

¢ BTEC Level 3 Subsidiary Diploma – 60 Credits

— Equivalent to One A-level (Pass/Merit/Distinction)

— Approx 1- 2 year course

— To achieve full accreditation you must complete enough work to achieve 60 credits.

— You will have an opportunity to work towards a Pass, a Merit, or a Distinction.

— A Pass is equivalent to a Grade C at A/S Level. A Merit is equivalent to a grade B at A/S Level. A Distinction is equivalent to a grade A at A/S Level.

¢ BTEC Level 3 Diploma – 120 Credits

— Equivalent to TWO A-Levels (Pass/Merit/Distinction)

— Approx 2-3 year course

— To achieve full accreditation you must complete enough work to achieve 120 credits.

— You will have an opportunity to work towards a Pass, a Merit, or a Distinction.

— A Pass is equivalent to a Grade C at A/S Level. A Merit is equivalent to a grade B at A/S Level. A Distinction is equivalent to a grade A at A/S Level

¢ BTEC Level 3 Extended Diploma – 180 Credits

— Equivalent to THREE A-Levels (Pass/Merit/Distinction)

— Approx 2-3 year course

— To achieve full accreditation you must complete enough work to achieve 180 credits.

— You will have an opportunity to work towards a Pass, a Merit, or a Distinction.

· The sort of people who will enjoy this subject:

`Highly ambitious students who find examinations difficult but are able to work independently through research in books and on the internet. Students who can reflect on their work and take teacher’s comments and suggestions on board achieve the grades that they have set themselves. A lot of the work is student lead, so students need to take a lot of responsibility to keep up to date with their work and monitor their progress.

· Possible careers / university pathways:

· Where can a BTEC take your students?

· The Edexcel BTEC qualifications in Applied Science provide a practical and theoretical approach to the sciences. Students are taught Biology, Chemistry and Physics in an applied context to gain a full appreciation of how they are used in real life.

· Units in the qualification cover areas of:

a. laboratory science,

b. forensic science,

c. medical science,

d. environmental science,

e. biological, chemical and physical science to provide a route to employment in the science industry or within organisations that use science.

BTEC Applied Science students may go on to the following careers:

· Research Scientist, Haematologist, Dental Technician, Pharmacist, Medical Researcher, Nurse, Physicist, Chemist and Biologist.

· BTEC Applied Science achievers may go on to work in the following environments:

Health Service Providers, Government Establishments, Research and Educational

Institutions, Blood Banks, Medical Research Departments and Hospital Laboratories.

One and Two Year AS and A2 Courses


Graphic communication conveys information and ideas by visual means. Often work is realised in two-dimensional form but carries the illusion of three dimensions through the manipulation of images and the formal elements. The critical elements for a graphic designer are the successful communication of a message through the organisation of images and words. The use of information technology within graphic communication has taken on an ever-increasing importance in recent years, changing working practices and leading to new forms of communication and presentation.

What sort of student does it suit and what will you get out of the course?

You must have a genuine interest in Graphic Communication and have both a practically minded and expressive nature, the flexibility to absorb new ideas and to adapt to new media, and the mental stamina to see projects through to their conclusions. An ability to engage with the world in a visual or tactile way will be the start of a process that will allow you to develop the skills and techniques required in order to produce substantial pieces of work.

Are there any special requirements?

It is necessary to have GCSE grade of B at Art or Graphics or another D&T subject and a B in English.

What/how will I be studying?

Year 12- AS specification number Edexcel 8GC01

Unit1: Coursework: 60% of AS qualification (30% of final qualification).

A thematic piece with a practical outcome.

Unit2: Externally set assignment: 40% of AS qualification (20% of final qualification).

A practical exam, 8 hours in duration. All completed projects that form part of the external assessment of students’ work are exhibited and moderated in May or June. Coursework has to be completed by the end of May.

AS in Year 12

Unit 1 – Coursework

For this unit students will provide a portfolio of work demonstrating a range of technical skills and techniques in a variety of media. Students will initially be encouraged to explore media/techniques such as inks, collage, observational and expressive drawing, mark making, printing, and digital manipulation in Adobe Photoshop and Illustrator. Initial practical explorations will lead on to more focused work where students will work on personally generated themes and topics. Students will also practically explore the work of other designers, to use as inspiration for their own work as well as developing critical thinking skills. Written work is also an integral part of the course.

Unit 2 – Externally Set Assignment

Students will practically respond to a broad starting point. Work completed will build on the individual strengths of the student, with more focused, practical skills and knowledge being extended from their previous portfolio work.


Our approach is to support and encourage the development of analytical and expressive skills in appropriate structured projects. We introduce a range of two-dimensional media – every thing from printmaking to painting and electronic media – without assuming any previous experience in Graphic Communication. Students learn how to develop their projects from a series of initial studies, which might include both first-hand and second-hand source material. They learn how to use work journals/sketchbooks. The keeping of work journals is essential and forms part of the assessment criteria. Up to two should be submitted for each unit. These are used to experiment, show idea development and record their visual experiences – both of the world around them and the works of other graphic designers viewed in London’s museums, galleries and exhibitions.

Year 13 A2 Year

Unit 3 – Coursework

This is a unit with an extended written element in which students are expected to develop a personal investigation based on an idea, issue, concept or theme. The work should be linked to the work of other Graphic Designers/Illustrators and students generate their own work from a detailed, in depth study of a selected range of designers. This is linked to a 1000-3000 word written response to the work and ideas of the designers that the student has used for inspiration.

The topic or theme for this unit is of personal choice and is based on strengths and interests experienced at AS level.

Unit 4 – Externally Set Assignment

Students will practically respond to a broad starting point to develop a range of work which concludes to an in depth final piece.


How is the Course assessed?

All AS and A2 units are marked separately to give you an overall grade based on four assessment objectives. Work journals are marked alongside practical work.

What career opportunities are there?

Many of our students go on to University to work in a variety of areas such as Illustration, Surface Design, Film, Animation, Graphics, Industrial Design, Fashion and Textiles as well as Photography and Fine Art. We also welcome students who have an interest in and an aptitude for the subject, but who do not intend to take the subject beyond AS or A level.

What skills will I need and be developing during this course?

We believe that the most important quality you need to develop is your creativity. Professional graphics packages are used throughout the course, with a focus on Adobe Illustrator and Photoshop on the AS course.

The AS course is carefully structured to develop the skills you need, with the A2 year giving you more freedom to develop your own natural strengths and interests.

The course covers a broad range of traditional techniques including drawing and visualising, painting and mixed media. The use of typography is integral to all projects, either hand rendered or computer generated. Amongst the areas explored as part of this course are: Illustration, Advertising & packaging, Animation, Visual communication and Computer graphics.

Students are encouraged to develop their designs from original drawings which can be applied to many purposes, advertising, packaging, compact disk covers, illustration projects, leaflets, posters, information graphics, book jackets, corporate identities, logotypes, web design etc.

Projects will be undertaken in four steps, research, analysis, development and final artwork.The meaning and message of the work and the way that it communicates, distinguishes this subject from other specialisms in art and design. The atmosphere in the design room is alive with a diversity of ideas and methods of work. Many students gravitate towards the design room in their own time to continue their work in a supportive, highly creative and very happy environment.

· Edexcel Advanced Subsidiary GCE in Economics (8EC01)

· Edexcel Advanced GCE in Economics (9EC01)

Unit 1: Competitive Markets — 50% of AS level

Unit 2: Managing the Economy — 50% of AS level

Nature of economics, eg scarcity, opportunity cost

• Determinants of demand and supply, movements

along the demand and supply curves and shifts in

Demand and Supply

• Price, income and cross elasticities of demand

• Price elasticity of supply

• Market equilibrium

• Consumer and producer surplus

• Price mechanism

• Demand and supply of labour

• Market failure

• Economic performance measures for developing and

developed countries

• Income and wealth

• Aggregate Demand

• Wealth effect on Aggregate Demand

• Aggregate Supply

• Equilibrium level of output

• Causes, costs and constraints on economic growth

• Government macroeconomic objectives

• Demand and supply side policies

• Conflicts resulting from the use of policy instruments

Unit 3: Business Economics and Economic Efficiency

— 40% of A2 level

Unit 4: The Global Economy — 60% of A2 level

• Business objectives

• Company growth

• Revenue, costs, profi t

• Economies and diseconomies of scale

• Productive and allocative efficiency

• Barriers to market entry and exit

• Market concentration ratios

• Different market structures, eg monopoly, oligopoly

• Game theory

• Contestability

• Causes and effects of globalisation

• Trade — specialisation, comparative advantage, trade

liberalisation, barriers to trade

• How international trade is recorded and financed eg

balance of payments; exchange rates

• Factors affecting a country’s competitiveness

• Poverty and inequality in developed and developing

countries; limits to growth and development; role of

the state in promoting growth and development and

other ways of promoting growth and development

How will I be assessed?

Unit number and unit title


Assessment information

Unit 1: Competitive Markets

How the price mechanism allocates

resources in markets; supply and demand

analysis; market failure.


Examination length: 1 hour 30 minutes

Supported multiple-choice questions where candidates write a

short justification of why they chose that answer and/or why the

other answers are incorrect. Worth 32 marks.

One data response question out of a choice of two questions.

Worth 48 marks.

Unit 2: Managing the Economy

Measures of economic performance

and main objectives and instruments of

economic policy.


Examination length: 1 hour 30 minutes

One data response question out of a choice of two questions.

Worth 50 marks.

Last question of data response will be open ended. Worth 30


Unit 3: Business Economics and

Economic Effi ciency

Nature of competition between

companies; different market structures;

government intervention to promote

competition in markets.


Examination length: 1 hour 30 minutes

Supported multiple-choice questions. Worth 32 marks.

One data response question out of a choice of two questions.

Worth 40 marks.

Unit 4: The Global Economy

Application, analysis and evaluation of

economic models in a global context;

assessment of policies which might be

used to deal with economic problems.


Examination length: 2 hours

One essay answer with two parts from a choice of three topic

areas. Worth 50 marks.

One data response question out of a choice of two questions.

Worth 50 marks.

What can I do after I’ve completed the course?

This qualification should enable you to progress on to a straight economics degree with a focus on theory, or a degree in applied economics such as environmental economics, labour economics, public sector economics or monetary economics. Alternatively students may like to study a business economics or mathematical economics degree. Economics can also be combined with another subject as a joint degree or with other subjects, eg politics, philosophy or history as a combined degree. Post university employment rates of economists are among the highest for graduates. An economics degree enables students to gain transferable skills in problem solving, quantitative analysis and communication. They are likely to find employment in finance, banking, insurance, accountancy, management and consultancy. Some become professional economists.

What is Sociology?

Sociology is the study of how society is organized and how we experience life. It has been taught in British universities since the very beginning of the twentieth century, first at the London School of Economics and soon after at Liverpool University. These and other pioneering departments did groundbreaking research in major social issues such as poverty and crime.

Sociology today is one of the most popular subjects. Many sociological ideas, such as 'moral panic' and charisma, are now in everyday use. But the questions sociology asks have lost none of their challenge and excitement. Some of them are so important that we are still grappling with them in new ways.

It was the sociology of deviance that proposed the startling idea that some forms of punishment make it more likely that people will commit further offences. Once branded a criminal, they argued, it is very difficult to remake a successful life within the law. This is exactly the point made by opponents of Anti-Social Behaviour Orders.

Do you wonder what fuels our apparent fixation with celebrity? Is it just gossip in a modern form? Is it that it provides endless, easily obtained content for our multiplying TV channels, newspaper pages and magazines? Could it be both? Or even something much more profound about the class system of modern Britain? You may be already thinking 'But class doesn't mean anything any more'. Are you sure? Why is the number of years you can expect to live still associated with your occupation? What about the way that your gender, religion, and ethnic background open up or close down opportunities in your life? What kinds of spiritual faith do people have in Britain today? And how far do the media affect how personal lifestyle choices are viewed by wider society?

Sociology is not just about Britain. It also deals with global issues like the environment, migration and 'globalization' itself. How do these social changes affect people at every level of their social life? Is it possible to be a true citizen of Europe or must you be British or French or Polish? What if your parents came from Trinidad, Bangladesh or Wales? Which comes first? Or are there other ways to look at identity? How important is the job that you do for your sense of self and your future? Are national governments able to ensure that most people have a job and will be supported with health and social care when they need it? Or are most government policies made with the demands of vast transnational corporations in mind?

These are vital questions. If you become a sociology student you will not be provided with quick answers. What you will discover is how to think about these issues for yourself: what are the questions behind the questions? Generations of students have found that sociology makes them look at the world in new ways and this is why so many of us who teach it feel passionately about it - and why it is still pioneering after more than a hundred years.’

Our Fine Art A Level Art & Design course broadly based covering a wide range of skills ideal for motivated students who are excited by willing to carry out independent study.

What will I learn?

  • Develop skills in drawing, painting, ceramics, photography and sculpture.
  • Develop creativity and imagination through art.
  • Analyse works of art and design in a historical and contemporary context.
  • Study works of art in galleries
  • Take part in specialist workshops in places like the Royal College of Art
  • Learn about art and design within other cultures.
  • Become an independent learner with confidence in the world of art and design.
  • Express yourself through the medium of art and design.
  • Make choices about your own preferred pathway in art and specialise in your chosen area.
  • Reach levels of excellence in your own chosen skill area.
  • Apply to university and present yourself with a personal portfolio of art or design work.

Who is the Art & Design course suitable for?

  • Achieve a minimum of grade ‘C’ in art & design GCSE single or double.
  • Have a keen interest in Art & Design, and wish to develop high levels of skill.
  • Wish to follow a course that is active and enjoyable.
  • Wish to follow careers for which a background in Art & Design is relevant, such as architecture, graphic design, fashion & textiles, illustration, theatre studies, photography and many more.
  • Wish to undertake further studies in art craft and design at university.

Enjoy studying a course which is relevant to their own lives and experiences.

Exam Board: OCR Course Code: H172 Religious Studies (Philosophy and Ethics)

What are the entry requirements?

As with all A-Level subjects, students are expected to achieve a good set of GCSE pass-grades, with at least five A* to C passes including English, Maths and Science. Due to the high literacy requirements of the subject we would prefer applicants with a B grade or higher in English Literature, though this is not an official requirement.

What are Philosophy and Ethics?

Philosophy is the study of fundamental questions, such as ‘what is reality?’, ‘how can we know things with any certainty?’, ‘Can the existence of God be proved?’ and ‘why is there evil and suffering in the world?’ Students learn about some of the philosophical answers to these questions as well as learning to think for themselves.

Ethics concerns issues of right and wrong. While we all have a feeling of when something is right or wrong we don’t necessarily think about why this is the case. This subject allows students to explore a variety of ethical theories, and test those theories against each other and against their own moral instincts.

What will I study in this course?

The Philosophy course begins with an introduction to the philosophy of the ancient Greeks and an investigation of the Judaeo-Christian tradition. It then progresses to arguments for the existence of God and an investigation of challenges to religious belief. In year thirteen students learn about the philosophy of language, the meaning of revelation, the mind-body distinction and the possibility of life after death.

The Ethics course begins with an investigation of ethical theories: natural law, Kantian ethics, utilitarianism and religious ethics. Students then begin to apply these theories to real-life situations like abortion, euthanasia, genetic engineering and war & peace. In year thirteen students deepen their understanding by investigating meta-ethics, the conscience, and free will and determinism.

How is the course assessed?

A-Level Philosophy and Ethics is assessed through exams – there is no coursework. Students take two exams in year twelve. Students who achieve a passing grade (A to E) can then progress to year thirteen, which concludes with two exam papers in June.

Why should I consider A-Level Philosophy and Ethics?

Firstly, A-Level Philosophy and Ethics is an interesting course that helps you to think deeply about the world around us and our place in it. Secondly, this is a respected academic subject that will help you develop your thinking skills and self-expression. Finally this subject will help you get into a good University course, and will equip you with the skills you need once you arrive there. The study of Philosophy and Ethics lends itself to careers in Law, Politics, Academia and Science.

Course: AS and A2

Exam board: Edexcel

Entry Requirements:

Five GCSEs (or equivalent) including Maths and Science at grade C or Higher, and English at Grade B or higher.

Why you should consider this course:

Government and Politics offers students a dynamic A Level course which is a highly regarded qualification to study a degree in Law, any Social Science or related Humanities degree. It was also develop valuable skills to help any student wishing to go to university.

Ø Do you wonder how your country is run and who is making the decisions that affect the way you live your life?

Ø Do you question how much power certain people have and how others seem to have none?

Ø Do you question why the government claims the power to tax your property?

Ø Do you ever question just how well represented you are in the political system?

If any of these apply to you, or if you have a general interest in politics, then politics is for you. We study and analyse the world as it unfolds around us – we seek to analyse and evaluate current political events to understand the way we are governed, and what people can do to influence the process. Politics is about the here and now. It’s based entirely in today’s world.

Course Description:

In the first year you will be developing your understanding of political concepts by studying British politics – both the institutions of government, and the means by which people can participate in the political system. This is taught in 2 units.

Unit 1: People and Politics – this covers political participation, political parties and their ideas, elections referendums and pressure groups.

Unit 2: Governing the UK – this covers the constitution, Parliament, the Prime Minister and Cabinet and the judiciary.

In the second year, the focus switches to political ideologies – where you gain a greater understanding of the key ideologies in the world such as Liberalism, Conservatism, Socialism, Anarchism, Nationalism, Feminism, Ecologism and Multiculturalism.

Subject suitability for degree course or future career:

The study of politics is an excellent choice for students who seek to develop skills of communication, analysis and interpretation. Students who complete Politics A Level will develop a critical awareness of contemporary issues, become excellent independent learners and become able to argue and debate with excellent skills of verbal articulation. These skills, and the knowledge base provided by studying the political system, makes Politics an especially strong choice for students who wish to pursue careers in Law, Journalism, Management, the Civil Service and Charity sector.

What are the examination/coursework requirements?

  • Year 12 – AS Level – Unit 1: written paper of 1 hour 30 minutes. (50% of total AS marks, 25% of total A Level marks)
  • Year 12 – AS Level – Unit 2: written paper of 1 hour 30 minutes (50% of total AS marks, 25% of total A Level marks)
  • Year 13 – A Level – Unit 3: written paper of 1 hour 30 minutes (25% of total A Level marks)
  • Year 13 – A Level – Unit 4: written paper of 1 hour 30 minutes (25% of total A Level marks)

Contact name: Ms Johnson sjohnson@villiers.ealing.sch.uk and Ms Brown abrown@villiers.ealing.sch.uk

Course: AS and A2

Exam board: AQA

Entry Requirements:

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and History at grade B or higher.

Why you should consider this course:

History is interesting, engaging and challenging! It is also a respected, academic subject which is highly regarded by universities and employers. The topics we study are different from our own experiences and yet have been very influential in shaping the world in which we live; without a good understanding of History it would be very difficult to understand the world we live in today. Employers and universities are on the lookout for students who have a solid understanding of current issues, are able to communicate effectively, argue coherently and can interpret a range of documents. It teaches you how to debate and how to develop powerful and convincing arguments using the evidence available. History at AS/A2 level gives you the skills to do all of this. History also complements other subjects well, for example it gives you the historical perspective to help your study of English, Politics, Media, Economics, Geography, Philosophy or Sociology. Students who enjoy discussion, research, reading and the demands of academic work will benefit greatly from this course.

Course Description:

AS History has 2 Units.

Unit 1: “Totalitarian Ideology in Theory and Practice, c1848–c1941” which considers the dictatorships of Stalin in Russia, Mussolini in Italy and Hitler in Germany. This course covers the social and political dimensions of totalitarian regimes in three different countries, identifying similarities and differences of the cults these leaders developed.

Unit 2: “A Sixties Social Revolution? British Society, 1959–1975” which explores the changes in British society during the 1960s and early 1970s. This course covers social developments such as fashion, music, drugs and relationships as well as political developments such as the changes under Labour and Conservative governments.

A2 History has 2 Units.

Unit 1: “Aspects of International Relations, 1945–2004” which explores the key aspects of the Cold War and the changes in international relations since it ended.

Unit 2: Coursework which is assessed by the school and moderated by AQA. This is picked each year depending on the interests of the students. In 2012 we covered the Independence of India, in 2013 we covered witchcraft between 1500-1700 and in 2014 we are doing the independence of India again.

Subject suitability for degree course or future career:

History is highly valued by universities, particularly those in the Russell Group. If you wish to continue History at university you will find that nearly every university in the country (and abroad) offers a History programme. For a future career, History offers far more than you might imagine. Surveys show that History graduates are some of the most highly-paid graduates in the country with successful careers as barristers, lawyers, teachers, accountants and corporate finance managers, not to mention more diverse careers including consultancy, leisure management, information systems and the Civil Service. History degrees are highly regarded because of the skills they develop, and those seeking careers in particularly competitive jobs like journalism, PR and law, will find that a History A’Level and degree can give them the edge over other candidates.

Contact name: Ms Johnson sjohnson@villiers.ealing.sch.uk, Ms Hundal shundal@villiers.ealing.sch.uk, and Mr Williams twilliams@villiers.ealing.sch.uk

Tom williams Timetable

School development plan

Villiers High school provides all students with a high quality education. We believe that every child is capable of success and that there is no barrier to what can be achieved.

We are pleased to announce our best ever set of results from the 2014 set of examinations. Our A level results were excellent with students averaging BBC grades from their three A levels. The points score per student is higher than the national average. Our A2 level Maths, Further Maths, Biology and Religious studies results are in the top 10% of schools in the country; Psychology in the top 10% and History in the top 25%

At AS, Further Maths results are in the top 1% of schools in the country; Maths and Physics results are in the top 10% of the country; ICT,Psychology and Economics in the top 25%.

51% of our student achieved 5 A-C including English and Maths.We saw improvements in 9 subject including English, Art, Product Design, Electrical Engineering,Statistics, Core Science, Biology and Chemistry.

The levels of progress made in 11 subjects were above national averages. The subjects were English language, English literature,Maths, Core Science, Physics, Biology, Chemistry, Business, Drama, RE and Art.

Overall, the percentage of students who made three levels of progress in English was 76%; for Maths the percentage of students who made three levels of progress was 78%. Both these percentages are above national averages which is pleasing.

Our English baccalaureate results showed an improvement of 7% compared to last year and are now at 17%

Please click on the links below to find out more information about our examination results

All data sourced from RAISE online, the Department for Education & OFSTED website.

Our school is a community of learners with high expectations, equality of opportunity and the power of ambition at its heart. We are imaginative and tireless in our approach to achievement so that no-one is left behind and there is no barrier to success. We seek to stimulate and challenge all our learners so that everyone can strive for distinction and achieve the very highest standards.

We believe in putting children first, working in partnership with students, parents and carers to create a safe and innovative environment which values the contribution of all our learners. We are passionate about learning and believe learning should be a journey of discovery, of invention and of joy. Through hard work, discipline and the highest standards of teaching, we aim to provide experiences which empower our learners with the skills, qualities and attributes needed to succeed in a rapidly changing world.

We believe in the worth of every individual and work tirelessly with each other to create an environment built on trust, mutual respect and shared responsibility. Through a needs-led curriculum and an emphasis on spiritual, moral, social and cultural development, we seek to develop students who have integrity and high aspirations as well as dedication to life-long learning. We value the richness and diversity of our school and we are proud to serve the community of Southall to which we belong.

At the end of their journey at Villiers High School, our learners emerge as individuals who are proud of their achievements,appreciative of the past and justifiably optimistic for an exciting future.

“Where every minute counts.”

Please enjoy the images from this year's Villiers Star Awards 2012.

What grades do I need to study each course?



A/S Art

Five GCSEs (or equivalent) including English, Maths, Science and Art (or related subject) at grade C or higher.

A/S Biology*

Five GCSEs (or equivalent) including English and Maths at grade C or higher, and two Science GCSEs at grade B or higher.

A/S Business

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and GCSE Business grade B or higher

BTEC Business Level 3 certificate

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher.

A/S Chemistry*

Five GCSEs (or equivalent) including English and Maths at grade C or higher, and two Science GCSEs at grade B or higher.

A/S Economics

Five GCSEs (or equivalent) including English and Science at grade C or higher, and Maths at grade B or higher.

A/S English

Five GCSEs (or equivalent) including Maths and Science at grade C or higher, and English at grade B or higher.

BTEC Fashion / Textiles Level 3 certificate

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and BTEC technology at Merit or higher or GCSE Art at B or higher.

A/S French / German

Five GCSEs (or equivalent) including English, Maths, Science and French / German at grade C or higher.

A/S Further Maths†

Five GCSEs (or equivalent) including English and Science at grade C or higher, and Maths at grade A*.

A/S Geography

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and Geography at grade B or higher.

A/S Graphic Design

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and either GCSE Art at grade B or higher, or BTEC D+T Merit or Distinction.

A/S History

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and History at grade B or higher.


Five GCSEs (or equivalent) including Science at grade C or higher, with English and Maths at grade B or higher. GCSE ICT at grade B or higher desirable.

A/S Maths

Five GCSEs (or equivalent) including English and Science at grade C or higher, and Maths at grade A or A*.

A/S Panjabi / Urdu

Five GCSEs (or equivalent) including English, Maths, Science, and Panjabi / Urdu at grade C or higher. Fluency in community language essential.

A/S Religious Studies

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher.

A/S Physics*

Five GCSEs (or equivalent) including English at grade C or higher, and Maths and two Science GCSEs at grade B or higher.

A/S Politics

Five GCSEs (or equivalent) including Maths and Science at grade C or Higher, and English at Grade B or higher.

A/S Psychology

Five GCSEs (or equivalent) including English and Maths at grade C or higher, and two Science GCSEs at grade B or higher.

A/S Sociology

Five GCSEs (or equivalent) including English and Maths at grade C or higher, and one Science GCSE at grade B or higher.

A/S Theatre Studies

Five GCSEs (or equivalent) including English, Maths, Science and Drama at grade C or higher.

A/S Product Design

Five GCSEs (or equivalent) including English, Maths and Science at grade C or higher, and a relevant design qualification (such as BTEC D&T) at Merit or higher.

*Please note, if you wish to study more than one Natural Science subject your GCSE Science entry requirement may be higher.

For example, to study Biology and Chemistry you may be asked to achieve AA in double science, while to study Biology, Chemistry and Physics you may be asked to achieve AAA in triple Science.

Only students who have been accepted for A/S Maths will be considered for A/S Further Maths.

The Pupil Premium is funding allocated to schools to boost the attainment of pupils from low-income families. There is a significant gap between the GCSE performance of students who receive free school meals (FSM) and those who do not. In London the gap in 2013 was 18.6% and the Government has rightly identified that this gap has to be closed.

The government believes that the Pupil Premium, which is funded separately to main school funding, is the best way to address the current underlying inequalities between children eligible for FSM and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Funding is based on the number of children registered for FSM, service children and children that have been looked after by the Local Authority for more than six months.

The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

Up to £50 million of the pupil premium will fund a Summer School Programme for disadvantaged pupils to support their transition to secondary schools in September 2013.

The Government has stated that it is for schools to decide how the Pupil Premium is spent but this must be reported on the school’s web site. Read more

What is a cookie?

A cookie is a small amount of text that is stored on your computer when you visit a website. There are several types of cookies that store different types of information. Some help you to navigate between pages of a website or help you to log in, some store the contents of your basket so that you can buy products from the website and some cookies provide information so that advertising can be tailored to your interests.

Some cookies, such as those that help you log in, are cleared as soon as you close your browser, these are called session cookies. Other cookies are 'persistent' and remain on your computer for a period of time.

Which cookies are we storing on your computer?

We use software called ExpressionEngine to create and maintain our website. ExpressionEngine stores 4 cookies on your computer to assist with navigation, logging in securely and storing your website preferences. The cookies stored are: exp_last_visit, exp_tracker, exp_last_activity and exp_perpage.

Google Analytics stores a few cookies on your computer so that we can track how many visitors we get, which pages our visitors go on and other information that helps us improve your experience of our website. None of your personal details are stored in these cookies, they are completely anonymous and only serve to help us refine your experience. The cookies stored are: _utma, _utmb, _utmc and _utmz.

Some third party websites that are linked to our website may store cookies on your computer. For example, video hosting sites such as Vimeo and YouTube may introduce their own cookies on your computer. You may wish to visit their websites to find out more on how they use cookies.

Other cookies we don’t store on your computer

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What if I want to remove the cookies from my computer?

You can remove all the cookies from your computer by using your browser settings page. If you do this you may lose any customisations you have made to the site (e.g. colour or text preferences). You also may remove any login or session information, e.g. if you clear your cookies you will be logged out of the site until you log in again.

Our cookie plans for the future

We intend to implement a cookie control system on our website that will allow you to choose which cookies we can or can’t store on your computer, giving you control of your privacy. This, in combination with our cookie policy, will adhere to the ICO cookie guidelines that were set out in May 2011.

What do Psychologists do?

Psychologists do not simply collect evidence to explain people's behaviour; they use their understanding to help people with difficulties and bring about change for the better. For example, psychologists are concerned with practical problems such as:

  • How can we ease the effect of parental divorce on children?
  • How should drug awareness campaigns frame their message?
  • How can we minimise accidents; on road, rails, in the air?
  • How can the courts ensure that eyewitness testimony is reliable?
  • How can footballers keep their anger in check on the pitch?
  • How can we help people overcome depression, stress or phobias?

Your Key Learning Topics

In your first year you will study topics such as research methods, social psychology, gender development, individual differences and cognitive psychology. This introduction will form a sound basis for the second year, in which you might study topics such as mood disorders, child development, schizophrenia, stress, forensics and substance abuse.

In the first year you’ll sit two papers. Each lasts for 90 minutes and accounts for 50% of your marks for the year. The second year is the same. You will sit two papers and, once again, each paper accounts for 50% of your marks for the year.

Where will success take me?

Psychology can help your career either directly or indirectly. Of course, if you wish to become a psychologist, therapist, forensic psychologist or mental health worker, this A Level is of direct value.

Indirectly psychology A level is useful for most university course and jobs that involve understanding people. For instance becoming a doctor, teacher, laywer, market researcher, police person and nurse.

What skills will I learn?

This course will help you develop a number of skills:

  • how to view the world around you from different perspectives
  • how to plan and conduct scientific investigations
  • how to analyse and interpret data
  • critical reasoning skills
  • how to put across your point of view fluently


The aim of the course is to build on the linguistic skills pupils already have to help to develop the ability to communicate effectively in Panjabi through both the spoken and written word, using a range of vocabulary and structure. Students should be able to switch between formats of Punjabi and English as well as understand Punjabi in different genres. Understand Punjabi society by studying the history of its origin and writing essays on various topics concerning Punjabi Society, which should develop the students’ essay writing and critical thinking skills.

Specifications in Panjabi

AS and A level should enable students to:

  • Derive enjoyment and benefit from the language learning.
  • Acquire knowledge, skills and understanding for practical use, further study and/for Employment
  • Communicate with speakers of the Panjabi language and take their place in multilingual global society.
  • Provide a coherent, satisfying and worthwhile course of study for students who do not progress to further study in the subject.
  • Provide a sufficient basis for the further study of languages at degree level or equivalent.


Students will also develop the following skills:

  • Understanding of language in a variety of contexts and genres.
  • The ability to transfer meaning from English to Panjabi.
  • Insight, knowledge and understanding of the Panjabi society through studying contemporary literature and/or topics, which deal with the history of the state and with the way it is today.
  • Critical thinking and analysis in essay writing.
  • Understanding and applying the grammatical system, using a range of structures, and wider range of vocabulary.

Long Term Benefits

Panjabi is a rapidly growing language and is very popular in Bollywood movies and in many Radio and TV programmes Many jobs needed bilingual people. CAREERS Language teacher, Editor, Film Producers, Air Cabin Crew, Musician, Interpreter, Translator, Linguist, TV and Radio presenter, Reporter, Historians, Business, Trade, International relations, International law, Overseas aid workers, Writers, Researcher.

Useful Resources

GSE Panjabi by J.S Nagra, A practical guide to A .S Level by Kang & Sacha, GCE writing guide, AQA past papers, Various news papers e.g. Des Pardes, Qoum – E-Awaz, Manjite jagjit , Punjabi Akhbar – Kandola & many more ,AQA web site, Cassette/CD, Authentic material, Video/DVD,ICT software, worksheets, Asian cookery books/recipes, Revision guides, AQA self assessment booklets, independent listening packs, bilingual dictionaries.

Why study A-Level Maths?

Mathematics is a highly regarded A Level which complements Science based subjects and offers a broad balance to arts based students. It requires a high degree of commitment in students from the start in year 12 and is of particular use to those thinking of higher education based in the sciences.

You will have a choice of what you study between Mathematics with Statistics and Mathematics with Mechanics.

What will I study?


  • C1 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation; integration.
  • C2 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation; integration.
  • C3 Algebra and functions; trigonometry; exponentials and logarithms; differentiation; numerical methods.
  • C4 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation; integration; vectors


  • S1 Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution.
  • S2 The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests.


  • M1 Mathematical models in mechanics; vectors in mechanics; kinematics of aparticle moving in a straight line; dynamics of a particle moving in a straightline or plane; statics of a particle; moments.
  • M2 Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.

What goes well with Maths?

Perhaps it would be better to consider how Mathematics supports other subjects. Those studying Psychology, Geography or Biology should consider the Statistics option. Those studying Physics would benefit from the Mechanics module.

Geography is a vibrant, dynamic and inspiring subject which is taught by all members of the department. We aim to develop students understanding of geographical concepts and processes to understand and interpret our changing world. The course will develop their awareness of the complexity of interactions within and between societies, economies, cultures and environments at scales from local to global. The course encourages students to be global citizens who recognise the challenges of sustainability and the implications for their own and others’ lives, as well as developing them as critical and reflective learners aware of the importance of attitudes and values, including their own.

A key focus on the AS course is looking at the meaning, causes, impacts and management of global challenges and how we can influence these challenges through our own lives. Topics are relevant, challenging and interesting, such as global hazards, climate change, world cities, globalisation. In the second year the focus shifts more to the use and management of resources and how consumption patterns highlight stark inequalities between regions, countries and groups of people. This is explored through issues such as energy security, water conflicts, biodiversity, superpowers, bridging the development gap and technology.

Geography A-level is a multi-skilled subject. During the course students will acquire skills in communication, graphicacy, teamwork, independent study, research and ICT, whilst at the same time developing the other key skills of numeracy and literacy. Decision-making and problem solving are also key, while both the research unit and the synoptic investigation will require students to synthesise geographical information and data from a range of sources.

Requirements for Entry

Pupils need at least 5 A-C’s at GCSE and B or above at GCSE Geography. Geography A level is suited to motivated students who have an interest and concern for the environment, follow current affairs and enjoy a subject that is relevant to their own lives and experiences. It provides the opportunity to carry out practical work outdoors as well as class work and is a great way to develop transferrable skills that lend to a range of future options.


Fieldwork is an essential part of the study of Geography. During fieldwork there is an opportunity to develop practical skills such as surveying, sampling, interviewing, field sketching and map work. Not only is it a chance to experience at first hand the environments and locations you have been studying it is also an opportunity to spend time with friends and have a good time.

Where can Geography take you?

Geography provides you with many transferrable skills to move onto to a wide range of University courses or employment opportunities. Geography is an ideal partner to a wide variety of courses from both the sciences and the arts, which means Geography has a unique position in bridging the subjects and can lead towards a wide range of careers. For example, a Geography qualification can lead to courses in Science, Engineering, Psychology, Environmental Science, Oceanography, Geology, ICT, Business, Law, Media, Politics and Philosophy, Travel and Tourism, Accounting, Journalism. Did you know that Geography counts as a science for entry into medical school?

Course Content

You will study the topics below and develop confidence in listening, speaking, reading and writing about them.

AS Topics


  • Television
  • Advertising
  • Communication technology

Popular Culture

  • Cinema
  • Music
  • Fashion/trends

Healthy Living/Lifestyle

  • Sport/Exercise
  • Health and Well being
  • Holidays

Family Relationships

  • Relationships within the family
  • Friendships
  • Marriage/partnerships

A2 Topics

Students must study two of:

  • Environment
  • Multicultural Issues
  • Contemporary Social issues

You will also study a Cultural Topic.

The course will interest those of you with some prior knowledge of the language, either having taken a GCSE or having spent some in the country.


Politics, for example working in the European Union or as an interpreter or translator, Business, Tourism, International relations, International law, Sports, Television for example reporters & researchers.

Education – Languages teacher, University lecturer, The Arts - Film Producers, Musicians, Fashion, Historians etc. Any career where travel or contact with abroad or people visiting from abroad is involved.

With GCE French/Spanish you will be able to go on to do a degree in languages at University where you will spend one year abroad working or studying in a French or Spanish speaking country. There are many different types of course on offer.

Most Universities offer a combination of subjects so you can combine more than one subject which interests you, such as Latin American Studies where you can study about the history & culture of Latin America as well as continue to develop your Spanish practically in the country. Medical degrees also offer a year abroad.


You will study the AQA B syllabus, which has four main modules: two at AS level and two at A2 level.

At AS you will:

  • Study two tragic plays (including one Shakespeare), assessed via coursework.
  • Study two twentieth century novels and a selection of poetry, assessed by an exam at the end of the year.

At A2 you will:

  • Complete a coursework assignment comparing two novels of your choice. (You will be supervised via one-to-one tutorials with your teacher.)
  • Study Elements of the Gothic, by working on three Gothic Horror texts. You will be assessed via an exam at the end of the year.


You will learn high-level analytical skills which are invaluable in any job that requires reading. You will be taught to produce sophisticated written work, which is excellent preparation for almost any career. The style of your teachers will mean you develop speaking and debating skills of a very high standard, because you will regularly be required to formally present and support your opinions in class. These elements combine to create a qualification which is very highly regarded by future employers and universities.


There are very few careers which wouldn’t benefit from an A-Level in English Literature: a fact which is recognised by university entrance requirements. This is an extremely well-respected A-Level, and it would be useful for anybody considering Journalism, Law, Medicine, Politics, Marketing, Acting, Teaching...

Why should I do Drama & Theatre Studies?

The AQA Drama and Theatre studies course provides a fantastic grounding for any student wishing to pursue Theatre studies or Drama in higher education. In addition, with 60% of the course involving written analysis of play texts, this is a course which provides a broad range of skills applicable to many higher education courses.

Will I enjoy the course?

Pupils who have studied GCSE Drama, or have experience of participating in extra-curricular drama to a high standard will enjoy this course. In addition, students who have enjoyed and achieved success in English literature, will find that many of the skills learnt will be applicable to the A-level Drama and Theatre studies course.

Course Outline

Drama course outline

How will the course benefit me in the future?

Through the study of drama students become empowered with their own voice, both on stage and through the written word. It can provide pupils with the confidence to present and perform, considering how their work is perceived by an audience. These skills can be just as valuable to a lawyer, journalist, PR or marketing executive as they are to the director, actor and scriptwriter. People who have studied drama have successfully found employment in the fields of media, law, business and journalism as well as the theatre itself.

Subject Submission and Statement

It is a necessary starting point to enjoy this course that the students are curious about the physical world and Universe we live in, and the underlying laws that make it behave and develop as it does. Physics ranges from the smallest objects imaginable to the largest and most dynamic structures of the Universe. It is far reaching in scope, but the emphasis is on the underlying laws and beautiful simplicity of the Universe at all levels and how this simplicity produces the complexity we perceive around us.

The course encourages students to develop an analytical approach to study while giving them a solid foundation for the study of Physics at University and beyond. It also helps to develop the practical skills that an A level scientist should have if planning to go on for a career in science or engineering. Physics at A level also teaches a way of thinking that is invaluable for a whole range of other careers outside the field of science.

The course will appeal to students who:

  • Are curious about how things work on every scale from the smallest particles to the ends of the universe.
  • Enjoy solving applied mathematical problems.
  • Enjoy analysing and solving practical and theoretical problems either working alone or as part of a team.
  • Enjoy fitting difficult facts and ideas into simple working models.
  • Enjoy using both logic and creative thinking.

Course Outline

Goes Well With

  • Chemistry
  • Mathematics

Careers and Higher Education

Studying Physics can lead to a wide range of courses and careers in such areas as Physics, Astrophysics, Medicine, all branches of Engineering, Radiography, Biotechnology, Space Physics, Health Physics and a qualification in Physics is highly regarded in all branches of Management and Finance due to the analytical and conceptually demanding nature of the subject. Physics is seen as a ‘high Currency’ qualification both for Further Education and in the job market.

Subject Submission and Statement

Chemistry is the central science and chemical principles underpin the physical environment in which we live. As well as being an academic subject in its own right, it is a pre-requisite for many other courses in higher education, such as medicine, and biological and environmental sciences. It is a logical subject much valued by professions outside of science, such as law, accountancy, and politics.

The course offers the pupil the opportunity to combine academic study with the acquisition of practical and manipulative skills. It is expected that pupils embarking on the course will read around the subject, be curious, and be prepared to challenge the ideas and facts they encounter.

Chemistry is an experimental science. Considerable emphasis is placed on learning through practical work in the laboratories, as well as through the use of the department's considerable ICT facilities. Pupils who embark on a Sixth Form Chemistry course will have extensive use of the department's computer simulation programmes, the molecular modeling packages, data-logging and computing facilities for data-gathering, retrieval and manipulation. A wide range of specialist laboratory equipment is also used. Pupils will also have the opportunity to visit industrial, educational, and research establishments in order to see and use more advanced experimental facilities and resources. Visiting speakers regularly address Sixth Form pupils on matters of scientific interest.

Course Outline

Chemistry course outline

Goes Well With

  • Biology
  • Physics
  • Psychology

Subject Submission and Statement

Biology involves the study of a wide range of exciting topics, ranging from molecular biology to the study of ecosystems and from microorganisms to mammoths. Biology is never far from the headlines either…..

The human genome has been sequenced and we know the complete arrangement of the three thousand million bases that make up human DNA. In Kenya 350 people die every day from AIDS and in South East Asia the skies are dark with smoke as the last rainforests Borneo are burned to grow oil palms. Biologists are concerned with all these issues. They work in the fields of cell biology, medicine, food production and ecology…..and the work they do is vital to us all.

The Biology A Level Course helps students develop a number of skills:

  • How to collect data and evaluate it
  • How to investigate facts and use deduction
  • How to put over your point of view effectively
  • How to take responsbility for your learning

Course Outline

Biology course outline

Goes well with

  • Chemistry
  • Physics
  • Psychology

Careers and Higher Education

Biology is a great choice for people who want a career in health and clinical professions such as:

  • Medicine
  • Dentistry
  • Veterinary Science
  • Physiotherapy
  • Pharmacy
  • Psychology
  • Optometry
  • Nursing
  • Zoology
  • Marine Biology
  • Forensic Science

Autumn Term 2014

  • First day of term | Staff Development Day - Monday 1st September
  • Staff Development Day - Tuesday 2nd September
  • Whole School in staggered start for pupils - Wednesday 3rd September
  • Staff Development Day - Friday 24th October
  • HALF TERM - Monday 27th October to Friday 31stOctober
  • Term Ends - Friday 19th December

Spring Term 2015

  • First day of term | Staff Development Day - Monday 5th January
  • HALF TERM - Monday 16th February to Friday 20th February
  • Term Ends - Friday 27th March

Summer Term 2015

  • First day of term - Monday 13th April
  • May Day - Monday 4th May
  • HALF TERM - Monday 25th May to Friday 29th May
  • Term Ends - Friday 17th July
  • Staff Development Day - Monday 20st July

Term Dates for 2015-2016 - To be Finalised by November 2014.

Enquiry Based Learning (EBL) is a fun and comprehensive new approach to learning at Villiers High School. EBL involves students investigating a BIG QUESTION across two subjects over a period of six weeks. During this time they work along side their teacher, co-constructing what and how they are going to learn. Pupils then work towards a creative outcome.

Pupils in years 7 and 8 will study every subject in Citizenship, Design Technology, Humanities, and Creative Arts in intensive six-week blocks. This means that they will change their timetable every six weeks to study and work on a new Enquiry Project. Pupils engage in two enquiries during each six-week block.

Some examples of Enquiries are:

  • Geography and R.E.: How can we meet the needs of people today without stopping people in the future meeting their own needs
  • Citizenship and Music: How can our voices be heard?
  • Design Technology and Drama: How can I make others smile?

Other examples of how students pair subjects to study an enquiry are:

  • History & Citizenship / Music & Drama
  • Art & DT / Geography & RE
  • Music & Citizenship / History & Drama
  • Geography & Art / DT & RE
  • History & Music / Citizenship & Drama
  • Geography & DT / Art & RE

Ms d brisdonI graduated from Mountivew Academy of Theatre Arts in 2007 and found my passion for teaching music whilst at college. Music is an extremely rewarding subject to teach and I am proud to lead the music department at Villiers High School. In my opinion, music develops a young persons confidence, social and creative skills and I enjoy guiding pupils musically during their time at Villiers.

It has been rewarding to see the pupils develop musically during my first year at Villiers, whether it be taking part in the Winter and Summer Concerts or simply gaining the confidence to try a new musical skill. This year sees new exciting musical opportunities with the development of our extra curricular clubs - VHarmony, VRhythmic, Glee Club and Guitar Club to name but a few. We are also looking forward to welcoming pupils from Heathside School in February to take part in a joint concert to showcase the work we have been doing in joint workshops at both schools.

The most important aspect to our work in music, is providing pupils with the opportunity to show off their musical skills. Concert dates are listed on the school calendar and information about these and other events will be in the weekly newsletter. I look forward to welcoming you to one of our many musical events!

The purpose of the Holy Books Club is to learn more about the different religious and holy books.

Learning about the different religions in our community is an essential part of our world. Together we'll celebrate the important dates and events of each book, developing your sense of religious commitment in order to become a better citizen.

You will also be involved in designing a comic strip book and creating an e-book with the view of publishing it. Everyone is welcome every Wednesday after school!

Thanks for stopping by. These are the Adult Community Learning courses currently on offer. If you are interested in attending these courses, please contact the Parental Engagement Officer on 020 3264 2138 to secure your place!

Nurturing Programme

Mondays 4th Oct 2010 - 13th Dec 2010
Free 10-week parenting course teaching positive discipline and improving communication in the home.

Parents Beginners ICT

Mondays 10th Jan 2011 - 21st of March 2011- 4pm-6pm
Free 10-week beginners ICT classes provided by Extended Schools, including introductions to email, internet, and Microsoft Word.

Job Skills for Job Seekers

Tuesdays 11th Jan 2011 - 15th Feb 2011 - 3.30pm-5.30pm
Free 6-week course for those who are seriously job-seeking and ready to return to work, including CV-building, practical advice, and interview technique practice. Competent levels of English and computer skills required. There will be tasks set to complete at home between sessions and you will be helped with applying to current live job vacancies. This is a great opportunity for serious job-seekers.

Ms j parcell

I am a Maths teacher at Villiers, teaching students from year 7 up to the sixth form. I really enjoy seeing the transformation in my students’ skills from when they start in year 7 to when their mathematical knowledge blossoms when they reach GCSE and A Levels. I also run extra-curricular booster clubs to assist my GCSE students in achieving their full potential. I graduated from University with a BSc in Mathematics and really love being able to share my passion and love of the subject with my classes. I am enrolled on the Teach First graduate scheme which aims to put recent graduates into schools on a two year leadership development programme. The aim of Teach First is to reduce the gap in educational disadvantage by putting high achieving graduates into roles they might not have initially thought of taking. I am extremely happy with my decision to become a teacher and I love being able to have such a large impact on young peoples’ lives.

I have only been at the school since September 2010 but I am already very proud of my students’ achievements. For me, Maths is definitely an extremely important subject that children study at school and I always try and find new, innovative ways of teaching. It is very important that the transferrable skills we teach students can be put to good use in the outside world.

Miss Jenny Parcell

For September 2013 we intend to offer the following courses, subject to student take-up. We always try to make sure students get the courses they want, but due to timetabling constraints some combinations of subjects may not be possible. We are happy to advise you on your choices, and reserve the right to refuse admission to a course if a student has not passed GCSEs in relevant subjects.

A-Level Subjects

How are A-Levels assessed?

There are two stages to A-Levels. The first stage is A/S (Advanced Subsidiary) which takes place in year twelve. This is assessed with exams in the summer of year twelve. If students are successful in passing their A/S exams then they can proceed into year thirteen for the A2 part of the course. Usually, depending on their results, students drop their weakest subject at this stage, and concentrate on three subjects for the A/2. However in the case of exceptional performance at A/S some students continue with all four subjects. A2 is examined in the summer of year thirteen, and students receive their results during the summer holidays – it is usually at this point that students find out whether they’ve succeeded in getting into the University of their choice. Most A-Levels are assessed by exam rather than coursework, but there are exceptions – check with the individual subject teachers. Although A-Levels do not have the same international status as the IB, all British Universities accept A-Levels, and will offer places on their courses based on A/S grades and predicted A-Level grades.

A-Levels are the traditional academic qualification for Sixth Form students in the UK. Students study a smaller range of subjects than GCSE or the International Baccalaureate; usually four subjects in year twelve and three in year thirteen. A-Levels are considered a good preparation for University because students learn in depth about their subjects. A-Levels are suitable for people who already know what they want to study at University, and also for students who have particular subjects they do not wish to study – not everyone is good at everything, and many students are glad to focus only on subjects they’re really good at!

Within A-Levels there are no particular requirements about which subjects to take – some students take three sciences, while others might take three Humanities or a combination of subjects from all areas of the curriculum. Students who want to take A-Levels but do not know what they want to study at University should try to come up with a range of subjects in order to keep their options open.

At Villiers we have an enthusiastic Careers Department who want to help you make the right choices for your future. Together with your teachers they will aim to help students focus upon the choice of directions available after leaving school and the appropriate career aspirations.

It is worth thinking about the following questions:

  1. In the Sixth Form, which subjects should I study?
  2. Do I want to study the IB, A-Levels or BTEC?
  3. What job do I want in the future – will this affect my choices?
  4. Do I want to go to University – how can I find out more?
  5. How can I acquire information about the world of work?
  6. Should I take a Gap Year?
  7. What sponsorships and grants are available?

Frequently asked questions

Will I wear a uniform if I stay on for sixth form?
No, there is no uniform in the Sixth Dimension. However we do expect students to ‘dress to learn’ – a common-sense approach to what kind of clothing is appropriate to a classroom environment. For example, jeans and trainers are fine; string vests and miniskirts probably aren’t. When in lessons the usual behavioural expectations apply – so if a teacher asks you to take off your hat don’t be offended!

Can I study medicine if I come to the Sixth Dimension?
You can apply to medical school so long as you’ve studied Chemistry and another science such as Physics or Biology. However academic grades alone won’t be enough – you’ll have to build up a strong application with extra-curricular work showing your commitment and enthusiasm.

Do you run trips abroad for sixth formers?
Sixth Form students are encouraged to get involved in trips both in the UK and overseas. Each year there are different opportunities arranged by the school, and students are free to propose their own trips.

When and how do I apply to join Villiers sixth form?
You can apply at any time, though students will be interviewed on a first-come-first-serve basis, and places are limited. Click on the "How to Apply" link on the left to learn how to apply.

Level 3

  • Business Certificate
  • Fashion and Textiles Certificate
  • Applied Science Extended Diploma

Mandatory core elements

International Baccalaureate Diploma – Full Subject List

Group 1

  • English

Group 2

  • French
  • French (beginners)
  • German
  • Spanish
  • Spanish (beginners)
  • Japanese (beginners)
  • Italian (beginners)
  • Arabic (beginners)
  • Urdu
  • Punjabi

Group 3

  • Economics
  • Business & Management
  • Information Technology in a Global Society
  • Geography
  • Psychology
  • Philosophy

Group 4

  • Biology
  • Chemistry
  • Physics
  • Design and Technology

Group 5

  • Mathematical studies
  • Mathematics
  • Computer Science

Group 6

  • Visual Arts
  • Theatre
  • Music

How is the IB assessed?

Coursework is about 30—35% of the final mark. Official IB exams are at the end of the second year
usually in May or June.

Each academic subject is assessed on a scale of 1 (minimum) to 7 (maximum) with 4 considered the ‘passing grade’. Grades 7 at higher levels are equal to a grade A at A-Level. To pass the IB, students must gain a minimum of 24 points from the 6 subjects, complete TOK, CAS and the Extended Essay. Outstanding performance in all of the 6 subjects results in 42 marks (7 points for each subject).

  • Trampolining

    Trampolining Club is held every Tuesday after school and anyone is welcome – although you have to be quick because it is extremely popular!
    You’ll have the chance to learn lots of new skills and tricks as well as developing your confidence on the trampoline. From year 8 onwards you can be chosen to represent Villiers in the borough competition!
  • Gymnastics

    If you like gymnastics or would just like to learn more you can come to girl’s gymnastics on a Thursday after school or boys gymnastics on a Wednesday after school.
    You can swing and hang from the ropes and wall bars and depending how brave you are jump on or over a variety of vaulting equipment. Every year Villiers girls and boys teams enter the borough competition with our boys being current champions.
    So be brave, show no fear and come and give gymnastics a try!
  • PE Clubs

    If you are an early riser we have lots of clubs for you to attend in the PE department from 7:45am! On Tuesdays, Wednesdays and Thursdays you can play badminton. Wednesdays and Fridays you can shoot some basketball hoops. And Fridays you can attempt to beat reigning champion Mr Baillie at table tennis! Join in for some real fun!

Music Clubs are just some of the extra-curricular activities within the Creative Arts Department. Below is some of useful information on our music clubs.

  • Glee Club

    Every Monday from 3-4pm. Singing and dancing to popular songs. Lots of fun and we work towards performances each term.
  • VRythmic

    Every Tuesday from 3-4pm. All new percussion group! No prior knowledge of drumming required, just the willingness to have a go!
  • Guitar Club

    Every Wednesday from 3-4pm. Want to learn to play the guitar? Come along and learn from staff and other students. Guitars are available to use.
  • KS4 Homework Club

    Every Thursday and Friday from 3-4pm. Key Stage 4 coursework catchup drop-in sessions for pupils that need exra support with written coursework in music.

Every week during term time we publish a newsletter for our parents and students. Select a newsletter below and enjoy keeping up to date with Villiers High School!

Newsletter Magazine for Parents

Annual Magazines by Students

Library Newsletter

If you would like to view any of our newsletters from previous terms, please contact us and we will arrange for you to receive a digital or printed copy.

The computer club is held Monday to Friday after school. Come in, find a comfy chair, and dive in to the world of technology!

You'll have access to the internet and all its resources as well as an advanced suite of software. Use the latest Adobe Master Collection products, learn to create MindMaps, advance your Microsoft Office skills, play games, enjoy safe social networking, or simply do your homework.

Whatever your computer need, we're sure you'll find what you're looking for at the Computer Club!

At Villiers we believe passionately in hearing the voice of the students and listening to it. Villiers Student Voice (VSV) can be seen in action across the school. Each house has its own elected house council. These councils work with the Heads of Learning and Senior Teachers (SLT), looking at issues in the school and coming up with ideas about how to improve life for students at Villiers.

Our Junior Leadership Team (JLT) comprises of the Head Boy, Head Girl, and the deputies. They are elected by students each year on Democracy Day. They meet regularly and are there to help represent the school. For example, the Learning Futures programme came as a result of listening to the pupils and what they wanted as part of their learning experience.

Students are often asked about uniform, behaviour, school food, school trips, and sometimes they even help interview new teachers for jobs at the school. Villiers is renowned for listening to the voice of the students and respecting all students’ right to be heard.

Student Juries

One of the most important jobs our students do is to help Heads of Learning in trying to ensure that behaviour is as good as it can be. We have student juries that meet once every half term and interview students who are regularly getting into trouble. Student Juries are an amazing opportunity for students to help and support their peers. All students who are involved say how much it can help improve their behaviour at school.

Lesson Observers

We have over 50 trained Learning Advisors (lesson observers). Lesson observers are students who help give advice and ideas to teachers about how to make their lessons even better. Students are trained to understand what makes a good lesson and how good learning takes place. Teachers and students often work together to help plan activities. Teachers often comment about how helpful it is to have the opinion of the students in planning their lessons. It is a role that lots of students really enjoy doing and helps them in their own learning experience.

  • You can only go HOME at lunch time as long as you have your lunch pass in your planner and signed by your Head of Learning.
  • Personal items such as mobile phones, music players and money are your own responsibility. Look after them!
  • Bring a padlock for your locker.
  • Be punctual to all lessons.
  • Keep your uniform smart.
  • Have the correct equipment at all times.
  • Teachers like good behaviour!
  • If you are absent you must bring a note to school the day you return.
  • Get your planner signed each week by your parents.
  • Students who complete school and homework to a high standard will learn more and get better marks.
  • Be nice to others and others will be nice to you.
  • Try hard, work hard and be a Villiers Star.

You are being bullied

  • Speak to a teacher
  • Speak to your Learning Leader or Head of House
  • Speak to one of the Positive Behaviour Mentors
  • Speak to a friend
  • Use the SHARP system to contact PC Katey Coopey
  • DO NOT suffer in silence

You are lost

  • Refer to your timetable
  • Ask a teacher
  • Ask a student

Having problems with homework

  • Go to the library
  • Many subjects offer homework clubs
  • Ask the teacher to help you

Villiers High School has a number of special programmes designed to offer you the best possible educational experience. These programmes are designed to be fun and teach a wealth of important life skills.


Learning2Learn helps you to learn about Attitude and Skills & Knowledge.


  • Reciprocity
  • Resourcefulness
  • Reflectiveness
  • Resilience
  • Responsiveness

Skills & Knowledge

  • Understanding Self as a Learner
  • Learning With and From Others
  • Adapting
  • Processing Information
  • Memorising
  • Planning
  • Thinking

Personal Development Curriculum

Personal Development Curriculum (PDC) is a taught lesson that occurs once a fortnight. It is a unique lesson as pupils are in their vertical tutor groups.
Students research and discuss a broad variety of topics including:

  • Managing Change
  • Self Motivation
  • Economic Wellbeing
  • Staying Safe
  • Healthy Lifestyles
  • Responsible Citizens

Learning Futures

It's hard to explain exactly what Learning Futures is. So we figured we would let some of our pupils explain it themselves!

“Learning Futures is a thing where everyone gets a choice about what they learn.”

Jawad Haqi - Aquila

“Learning Futures is a lesson that we do for the whole day. In Learning Futures there is one hour in the morning and the afternoon of what we ‘want’ to do and the three hours in the middle of what we ‘need’ to do. Learning Futures makes learning really fun. The teachers and us learn something new.”

Naima Ahmed - Phoenix

“Learning Futures is a scheme where you can do things that you want and things that you need to do. It is like a holiday activity schemes as you get to do fun things for the whole day.”

Angel Murray - Cygnus

“Learning Futures is getting tips for the future whilst learning and having fun.”

Harjot Jutla - Aquila

Our aim at Villiers High School is for all pupils to:

  • Work hard for themselves
  • Respect the rights of others and to be happy & learn at school
  • Respect the school environment so that we can all benefit from them
  • Respect the reputation of the school in the local community by showing the highest standards of behaviour at all times as this reflects the true character of the students, staff, parents, and governors at Villiers.

With this in mind, pupils are continually rewarded for individual, class, year, and house achievements.

House Points

These are given out by subject teachers to reward pupils for a number of different reasons, including; excellent effort in class, excellent homework/coursework, , contribution to class discussions, helping others, achieving high levels, excellent behaviour, excellent uniform, participating in extra curricular activities. At the end of each term the House with the highest number of points is rewarded with a Mufti Day.

Do the Right Thing Vouchers

These vouchers are distributed at any time of the day by any member of staff. They are given to pupils who ‘do the right thing’, such as; opening the door for someone else, wearing correct uniform, helping teachers. When you receive a voucher, you should put it into your House box, which is kept inside of the Positive Behaviour Room. At the end of the term, students are drawn at random to collect a prize. Prizes include, sweets, chocolates, book and Ipod vouchers, stationary and even a bike!

Attendance and Punctuality

Villiers High School expects all pupils to arrive to school and lessons on time. We also expect pupils to have a minimum of 95% attendance. Pupils who achieve 95% attendance and 100% punctuality are rewarded with certificates and letters home.

Pupils of The Term

Each half term, every Learning Leader selects two students per form as their Pupils of the Term. These pupils are rewarded with certificates and letters are sent home to parents in recognition of this. Many subjects also have their own rewards system, which includes sending postcards/letters home to parents in recognition of excellent effort/behaviour/attainment. Some subjects have display boards which highlight their pupils of the term.

Reward Trips

Throughout the year different departments and Houses will organise trips for pupils.




When pupils start at Villiers High School, they are placed into one of four houses. Pupils will remain within that House for the duration of their education at Villiers. Each House is overseen by a Head of Learning. Our houses are:

  • Aquila
  • Cygnus
  • Pegasus
  • Phoenix

Form Groups

Each house has several Form Groups. The head of each of Form Group is the Learning Leader. Pupils meet in their form group and Learning Leaders at the start and end of each day. During this time pupils partake in any number of activities, including Learning2Learn, reading a book, supporting each other with work, choices conversations for Learning Futures, target setting, competitions and inter form.

Vertical Tutoring

At Villiers we have adopted a vertical approach to pastoral learning. Each form group consists of pupils from year 7 to year 11. We have found this integrated approach to tutoring gives a well balanced social setting for our pupils.

Ms. stacey brook -
 parental engagement officer

I am Villiers’ Parental Engagement Officer and I have been in post here since October 2009. In my short time here I have already been able to put on many new and exciting projects at Villiers; if you are a Villiers parent, perhaps you have already attended one of our classes, events or contributed to our activities & discussion groups. I‘m really looking forward to all the new and continuing opportunities I can provide for parents in my time here.

Parental engagement is very important to a child’s educational achievement. As students rise through the years of high school, parental involvement decreases, often because parents feel there is not much more they can do to help and that their involvement will not make a difference. But research has shown that influences from inside the home have a far more reaching effect than any other type of influences, such as social class, peer groups, or the school itself. This is now recognised by the government and is laid down in a new policy called ‘Every Parent Matters’. Therefore developing strong partnerships with parents is a vital new strategy that will help us move forward in improving the success of every pupil at Villiers.

I look forward to meeting all of you as Villiers builds links with the parental community. With constant dialogue and discussion with parents and the community I am excited to see the difference we can make together.

Ms. Stacey Brook

I am extremely proud to be the Headteacher at Villiers High School.

Situated in the heart of Southall, Villiers is a welcoming and exciting school with a long history. As you take a look around our website I am certain that you will get a sense of the vibrant and engaging environment that makes Villiers High School unique.

Students at Villiers High School are highly motivated, keen to learn and determined to be successful. They care about the school, each other and their community.

Our parents are hugely supportive and we benefit immensely from a committed Governing Body.

Our aim is to be the best school we can be for our students, parents and local community. We want all of our students to feel challenged to be the best that they can be and we want everyone to feel valued and respected in a safe, inclusive, and stimulating environment.

At Villiers High School we want our students to realise that ‘Every Minute Counts’ and we want them to understand the need to make the most of all of the wonderful opportunities that they have during their time with us.

We work in close partnership with families and the wider community to achieve the best for all of our students. Villiers High School has enjoyed an excellent reputation but we are not complacent and we are very aware of what we need to do to improve further.

Staff at Villiers High School are committed to putting our students first, ensuring that they can achieve examination success and leave us with the necessary skills to be successful and happy.

I would strongly encourage you to arrange a visit to the school to see for yourself what makes Villiers High School so special.


Mr. Remo Iafrate

New System Coming Soon!

Villiers High School is currently upgrading the Remote Access Gateway to give you a much improved experience. From the autumn, students will be able to login and access their email and personal files as well as have access to Microsoft Office applications from virtually anywhere by using a web browser. The new system is powered by the Microsoft Office 365 cloud and gives you a much improved experience!

Microsoft Office 365 offers a host of features that will enhance the teaching and learning experience from home. Some of them are:

Email & Calendars

  • Enjoy an amazing 25GB of storage space for your emails
  • Access your inbox from any PC, Mac, web browser, Windows Phone, iPhone and iOS devices, Android phones & tablets, BlackBerry's, and Symbian phones
  • Advanced SPAM and security filtering, ensuring unwanted emails stay out of you inbox

True Mobility: Do Your Work from Virtually Anywhere

  • Access & view your documents stored on the cloud (students only)
  • Edit your documents online; documents are fully compatible whether created in Office or online in Office 365
  • Sync your inbox & calendar with your personal device for offline viewing
  • Learn More

Edit Your Documents On Your Web Browser, Phone, or Computer

  • Familiar interface between Microsoft Office and Office Web Apps
  • Create & edit documents directly on the cloud from home using almost any web browser and access them at school
  • Edit your documents from most mobile devices

Office 365 web apps

Villiers Star Awards happen annually in May and offer students and staff a chance to demonstrate their talents and achievements from any one of the following categories:

  • Writing
  • Art and Design
  • Photography
  • Film Making
  • Science
  • Sporting Achievement
  • Performing Arts
  • Business Enterprise
  • Theatre
  • Governors Award for Making an Outstanding Contribution to the community

A judging panel will choose a winner from each category who will:

  • Receive a prize at the award ceremony
  • Be invited as a V.I.P guest to future events
  • Have their photograph on our STARS award winners display board

BTECs are vocational qualifications. They blend academic work with the working world. BTEC qualifications are recognised nationally at higher education institutions and in industry. The qualifications range in levels and offer natural progression along a vocational path, from and to academic qualifications and/or university.

They are run by Edexcel, the UK’s largest examinations body. They are seen as one of the best established vocational qualifications and pathways to employment or further education.

Students studying the BTEC diploma will have the opportunity to gain work experience as well as take part in a range of exciting opportunities (sporting, academic, cultural, voluntary, Duke of Edinburgh Bronze, Silver and Gold and various positions of responsibility) available in the sixth form to supplement the BTEC courses.

The International Baccalaureate is highly regarded by Universities in Britain and across the world. IB students are identified as being highly motivated, hard-working and able to take on challenging courses which is what makes them perfect for universities.


Ultimate take-anywhere qualification. (The Telegraph 10/11/07)

Is a better preparation for university, life and beyond. (The Independent 27/9/07)

Supporters of the qualification say it's a far superior alternative to the specialisation forced upon pupils by A-levels and it gives a stronger grounding for higher education and the workplace. It is a better integrated system than A-levels giving students broader skills. (The Education Guardian 30/11/06)

Sorry there are no open vacancies at the moment.