HIGH SCHOOL THE Prospectus 2015

T HE
WA L L A C E
HIG H S CHO O L
P rospe c t u s 2015 - Ti m e We l l S pe n t
Co m m i tment | Opportunity | Respect | Ex cellence
TH E WAL L ACE HIGH S CHO O L
Cherishing the past, celebrating the present, creating the future.
2
contents
Contents 03
Principal’s Welcome 04
Commitment 06
Opportunity 12
Respect 18
Excellence 22
Pupils 32
Curriculum 36
Admissions 38
Examination Results 46
Enduring Bonds 50
Gallery 51
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Principal’s Welcome
“This prospectus is designed as a snapshot of the life of Wallace
High School and presents what makes Wallace distinctive,
special and loved. We want all who attend, whether they are
3 or 18, to flourish within the caring and exhilarating atmosphere
of our vibrant school family.”
O
ur school community believes in, and lives by, our
CORE values of Commitment, Opportunity, Respect and
Excellence. These values encourage us to support all
our young people, aiming to make them feel safe, secure and
respected within our school and as a staff body we strive to
provide a galaxy of opportunities for our students.
We are proud of the academic successes of our pupils; they
are supported and stretched by dedicated subject teachers and
experienced pastoral teams. Success is never taken for granted
here; we are a reflective school, striving each year to meet the
targets we set for ourselves. Our students are encouraged in
their own pursuit of self-reflection as, in co-operation with their
teachers, they participate in individual target setting.
In 2014, over 80% of GCSE grades were at A*, A or B and 25% of
the GCSE students gained 10 or more straight A*or A grades. At A2
level, over 90% of grades were at A*, A, B or C. 99% of students
attained A* to D, with 30 students achieving 3 or more straight A
grades. We were thrilled to repeat our Oxbridge success with a
further 3 students winning highly coveted places and delighted to
see one of our students win a much-prized JP McManus All Ireland
Scholarship. The Home Economics Department proudly recorded a
second triumph in a 3-year period when one of our GCSE students
won the prestigious British Nutrition Drummond Award.
Celebrating individual, group and whole school success is
important to us. We strive to recognise the potential of each young
person and strive to stimulate in them a desire for learning, a
sense of personal responsibility and a respect for the diversity of
our school family.
As you read this prospectus, you will see evidence of special
moments but you will also see the day-to-day and annual rhythms
of our school’s life. We cherish our school’s rich legacy, we
celebrate our current achievements and we take pride in our
capacity to create confident and happy futures.
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Fun times on the “smurf turf”
”
Principal with British Ambassador
in New Delhi
Ethos and History
Founded in 1880, by our benefactor Sir Richard Wallace,
The Wallace High School is a selective, co-educational, nondenominational voluntary grammar school. We take pride in
our excellent reputation, caring ethos and friendly atmosphere.
Sir Richard, a generous wealthy landowner and Member of
Parliament for Lisburn, had a visionary belief in education.
In 1900, a Board of Trustees took over the development of
what was a growing school. It was in 1942 that our school was
named “The Wallace High School” in recognition of the pivotal
role Sir Richard had played in our establishment. We want
our pupils to cherish the richness of our school’s past and to
emulate our founder’s vision and spirit of generosity.
Our motto is “Esperance” which is from the Wallace family’s
Coat of Arms and means “Hope”. This sentiment is at the
core of our belief that as a school community, we have a
responsibility to nurture and develop the talents of each
individual to fruition.
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Commitment
Caring for our Young People.
“Our commitment to families and pupils is
shown through our pastoral care.”
W
allace is a family; young people are at the
heart of all we do. Our commitment to
families and pupils is shown through our
pastoral care. Families appreciate the warmth of
relationships between teachers, pupils and parents.
We take pride in the success of our induction process
for Year 8 students providing a blend of pastoral
support, adventure activities and team building. Year
13 students, who are new to Wallace, are also provided
with personal support to ensure a happy integration
into the school’s daily life.
Our system of pastoral care is focused on promoting
the personal and social development of our pupils
whilst ensuring they feel happy, valued and safe.
Ultimately, we aim to foster positive attitudes to
learning and we are committed to a process of
constant self evaluation in our determination to
make our goals realities.
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Instilling a Sense of Belonging
Just as the staff and governors of Wallace
demonstrate a commitment to the welfare and
progress of our young people, we expect pupils
and parents to engage actively in all aspects of
school life. Like any family, we each have rights
and responsibilities. This mutual respect and
shared vision about what school life entails is
pivotal to our success.
We value open discussion and welcome the
insights our pupils and parents offer. Genuine
discussion and participation in decision making
are fostered through Year Councils and the
Executive Council. Facilitated by Assistant Heads
of Year at Year level, and by the Vice Principal at
Executive level, pupils are given the opportunity
to influence policy and practice.
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Commitment
An Investment in High Quality Coaching
T
he school relies heavily upon the
enthusiasm, skill and expertise of our own
members of staff, many of whom have
coached teams to great success at both school
and club level. We complement this provision
by providing our pupils with the opportunity to
learn from highly respected coaches who have
achieved excellence and acclaim in their chosen
sporting arena.
We acknowledge, with sincere gratitude, the
value added to our pupils’ experience and
expertise by the outstanding local clubs.
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The contribution of their coaches to the success
of all the local schools in Badminton, Swimming
and Judo cannot be underestimated and we
appreciate the worth of such links. Athletics,
Hockey, Netball and Rugby are popular, well
supported and well resourced in Lisburn and we
are delighted that so many of our senior players
enjoy club level activities to complement their
school participation.
A Commitment to Top Quality Facilities
On the 20th of June 2014, our long-awaited astro
turf pitch was officially opened by distinguished
local Olympian, Dame Mary Peters. We gratefully
acknowledge our indebtedness to The Trustees of
The Wallace High School and to Sport Northern
Ireland, whose financial support assisted in
making our dream a reality. Affectionately known
as “smurf turf” and modelled on the London
Olympics hockey pitch, the facility is already
proving a boon both to ourselves and the wider
community.
The official ceremony was preceded by a day
filled with activities. Over 100 local primary
school children visited to be coached by current
Wallace pupils in a morning session whilst the
afternoon and early evening were devoted to
our own students, past and present. Current Irish
internationals, including our own past pupils
Daniel Buser and Stephen Hunter, coached 150
Wallace hockey players before watching a series
of matches which culminated in the Ulster Under
17 boys’ team facing their Scottish counterparts
in the official opening match. We were thrilled
to have 5 of our own boys representing Ulster
making this a very special occasion for Ryan
Getty, Scott McCabe, Andrew O’Hare, Jordan
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Commitment
Commitment
Taggart and William Carey. Although Ulster failed
to win the game after a narrow 3-2 defeat, the
day was memorable for all. A particular highlight
of the day was the innovative delivery of the
match ball “dropped in” by the Wild Geese sky
diving team who also flew in the Wallace flag.
“It has been quite a remarkable year for hockey
in Wallace…it seems fitting to end with a day
of celebration and enjoyment for the whole
community”
Principal Mrs Deborah O’Hare
“The children thoroughly enjoyed their coaching
session on these “state of the art facilities”. The
event was methodically organised and the
calibre of coaching was superb.”
Mr Geoffrey Cherry Principal
Pond Park Primary School
.
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Our Sporting Heroes
The tradition of sporting excellence in Wallace is
both long and distinguished and we take genuine
pride in our ability to compete at such a high
level in so many sports. In 2013-14, a further
8 pupils gained representative honours and 2
students, Rachel Bethel and Alannah Stephenson
represented NI at the Commonwealth Games in
Glasgow.
Our triumph of the sporting year was winning
the “domestic double” in boys’ hockey. Our
1stX1 won both the McCullough Cup and the
Burney Cup thus repeating our triumph of
1988/89. A number of members of the squad of
1988/89 watched both finals and there was even
a family link as Jonathan Taylor, a member of
the eighties squad, is the uncle of current team
member, Jacob Hermon. In November 2014,
Wallace supplied 9 players in total to the under-
age interprovincial teams and the 1stX1 was
narrowly defeated in the final of the Irish Schools’
tournament in Cork. Our rugby players have
claimed 11 selection places on a variety of Ulster
Schools’ squads and Jacob Stockdale of Year 14
distinguished himself playing for Ulster and Irish
Schools. We continue to observe with immense
pride the careers of former pupils Neil Doak
(Ulster rugby coach) and Chris Henry who is now
well established within the national side. Chris
was an inspirational speaker at our junior prize
giving in September. Our girls’ 1stX1 continue to
grow in strength and confidence and we hope
2015 may be our year to finally win the crown of
the Schoolgirls’ Cup.
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Opportunity
Our 2014 companies are already showing
promise with one company - Sonus,
winning two awards in December.
E
ntrepreneurial skill is widely sought in the greater
community and has long been promoted and
warmly celebrated in Wallace. The school is a
Centre of Excellence for Young Enterprise and our Link
Teacher, Ms Karen Neill (Head of Business Studies and
Economics) has guided our students to remarkable
levels of success in the competition. The Young
Enterprise Company Programme gives students in Year
13 the opportunity to set up and run a real business.
Students have the opportunity to learn about the roles
and responsibilities which exist within businesses
and the whole experience is invaluable providing
outstanding opportunities for creative and collaborative
thinking coupled with administrative skills.
Whilst we have yet to win the national final in
London, we are proud to have been Northern Ireland’s
representatives on a number of occasions in this
decade. We were delighted this year when former pupil,
Aaron Callaghan, currently in his 3rd year of the BSc
Accounting degree at the Ulster University Business
School, achieved a double success. Aaron won the CIMA
Ireland Achievement of Excellence Award as the highest
performing student in management accounting in Year
2. He also won the KPMG award for being one of the
highest performing students in Year 2 as a whole. Aaron
was a member of the award winning Generations which
scooped the Company of the Year Award in 2011.
We also give pupils the opportunity to sit the OCR
Certificate in Enterprise, a Level 3 qualification. The
Young Enterprise Programme has also seen extension in
recent years which has facilitated opportunities at Key
Stage 4.
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Opportunity
A
s a school, we offer a multitude of
opportunities for each pupil to develop
his or her creative talents, in class, at
lunchtime and after school.
Our young people, with the dedication and
challenge of our staff, produce outstanding
performances on the sports field, the stage,
and in a variety of public speaking arena.
We value the participation of all pupils in the
extra-curricular programme and, as a school
community, when we compete, we aim to win.
A Belief in Service
Through the opportunities afforded to our
young people, we instil the importance of
serving others. The Gillespie Award is a bursary
presented annually to support and commend a
young person in charitable work in a developing
country. Through the Duke of Edinburgh’s Award
Scheme, School Brownies, Guides and Scouts,
young people are encouraged to add value to
the lives of others through generous giving and
helping others.
Opportunities for All
Pupils bring to school individual experiences,
histories, interests and strengths which impact on
their learning. In planning to meet these diverse
needs, the school will encourage all pupils to
appreciate and respect differences in others,
arising from whatever source. We are committed
to helping pupils overcome barriers to learning
and assessment thus providing each child with
the opportunity to fulfil his or her potential.
Excellence is our aim and we strive to provide
high quality staff development programmes
building teachers’ knowledge of Special
Educational Needs (SEN).
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Kerrie Patterson presented with the British Nutrition Drummond
Award by Her Royal Highness, The Princess Royal
Whole staff training sessions are provided on a
regular basis. Resources are available on shared
areas of C2k and individual members of staff are
given opportunities to attend training courses.
Heads of Department are expected to provide
departmental policies on SEN and to liaise
with Heads of Year in modifying provision for
individual pupils. Heads of Year, in co-operation
with the SENCO, provide detailed information
and guidance regarding individual pupils.
The school makes full use of the support
offered by the SEELB and external agencies,
where appropriate. At all times, we strive to
respect the dignity of the pupil and to work in
co-operation with his or her parents. We believe
that our caring ethos provides opportunity within
a supportive environment for all pupils to achieve
personal standards of excellence.
Richard Gill meets Irish Ambassador
to India in New Delhi
Gifted and Talented
A familiar Wallace face... this was 1st prize
in the pitch opening raffle!
As a selective school, we acknowledge that
within our school family, there are those whose
abilities are such that they need additional
enrichment opportunities.
Enrichment activities, both inside and outside of
the classroom, provide opportunities for academic
excellence and development of leadership skills
and we are constantly reviewing and developing
our provision at all levels within the school.
Gifted and Talented pupils are recognised
within Department of Education Guidelines as
a group with Special Educational Needs (SEN)
and our commitment to them is shown by our
provision of a Gifted and Talented Co-ordinator,
Mr Michael Lowry, who works in close cooperation with Senior Teacher/SENCO, Heather
Gracey and Heads of Department.
In August 2014, we were thrilled to repeat our
now annual success when 3 students successfully
attained places to read languages at Oxbridge.
Equally exciting was the visit of a former Head
Boy, now Dr Stephen Taylor who spoke to “A”
level Mathematics and Physics students about his
Oxbridge experiences and the achievement of his
boyhood ambition....to become a NASA scientist!
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Opportunity
A Spirit of Adventure
I
n October/November 2014, a team of 9 pupils
from Years 13/14 and 4 staff members went
to Delhi, India to work with the charity Asha.
The word Asha is, in itself, a meaningful link
to Wallace; in Hindi, Asha means hope and our
school motto of Esperance means exactly the
same! Asha is a Christian charity established by
Dr Kiran Martin over 25 years ago. Currently
working in 50 slums and reaching over 400,000
of Delhi’s 4,000,000 inhabitants, the charity aims
to support the communities in the areas of health
care, education, community empowerment,
financial inclusion and environmental issues.
Extensive fundraising activities were carried
out for more than a year and are a testament to
the generosity of the wider community. A book
reading by David Parks and facilitated by trip
organiser Mrs Richardson and the Friends of
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Asha raised almost £2,000 and The Bart Players
raised £1,500 with a performance of The Dining
Room. A very successful fundraising dinner was
hosted by the Principal in local restaurant Spice
and the school’s Rotary Interact group ran a well
attended Gatsby night. Pupils contributed to the
cause via Christmas Pie, a non-uniform day and
a FIFA tournament whilst team member, Jack
Easson, even had his head shaved! Individual
team members organised a wide range of coffee
mornings, cake sales and car washes and a
viewing of Slumdog Millionaire was arranged at
Comber private cinema. The final donation made
by the school to the charity is expected to be
£16,000 which exceeded our fundraising target.
The Wallace group was assigned to the
Mayapuri slum. During their time there, they
taught the children English, organised craft
activities and started a craze for loom bands!
The pupils had the opportunity to go on “lane
walks” which meant visiting a specific lane in the
slums to see at first hand the work of the Asha
trained volunteers. Asha trains women to work
as community health volunteers and the charity
also provides pre and post-natal health care.
Even children are trained to identify and treat
symptoms for preventable health problems such
as diarrhoea and there have been no diarrhoea
related deaths in the Mayapuri slum for 3 years in
a country characterised by such deaths.
the impact of Asha’s work as “a transformation
from hell to heaven” and all the group members
were struck by aspects of Indian life not least the
hope, joy and generosity manifest in the face of
conditions we would find utterly shocking.
Whilst in India, the team had the privilege
of visiting and enjoying receptions at both the
British and Irish embassies. They were also
involved in sightseeing, including the legendary
Taj Mahal. Head Girl, Zara Kirkwood, enjoyed the
most memorable of eighteenth birthdays whilst
on the trip and the group also met with some
of the 800 university students who are currently
being supported by Asha.
“It was an experience that humbled me and will
stay with me for the rest of my life”.
Dr Liam Halferty
For students and teachers alike, it was a
remarkable trip. One slum dweller has described
“The best thing about the trip? Without doubt, it
was working with the children” .
Mrs Deborah O’Hare
“Rather than pitying their situation, I found
myself admiring their sense of community and
family life”. Miss Victoria Walsh
“For all of our input into the lives of these
children, we have gained so much more in
return”. Mrs Moyra Richardson (trip organiser)
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Respect
A Pride in the Future and in the Past.
“Our school community is encouraged to
take pride in the history of Lisburn
and of our school.”
T
here is no typical Wallace High School pupil.
We aim to develop individuals confident
in their own values, with a clear sense of what
is important to them, a respect for the opinions of
others, and a realisation of their important role
in the local and global community.
Our school community is encouraged to take
pride in the history of Lisburn and of our school.
The influence of this generous man, our benefactor,
permeates our culture. A group of Sixth Formers make
an annual visit to the Wallace Collection in London to
see, at first hand, our benefactor’s legacy. This spirit
of generosity is a central driving force in our actions,
decisions and forward planning.
A Spirit of Generosity
We educate our young people for the future by
helping them discover and nurture their individual
talents while equipping them with the confidence,
maturity and determination to pursue their personal
goals and to realise their ambitions.
We believe that our school’s commitment to
charitable giving is one of our cornerstones. It reflects
our determination to give opportunities to others less
fortunate than ourselves. It is in keeping with the
school motto “Esperance” that we try to bring hope to
others and we have committed our school family to
the ongoing support of others.
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Remembering a special Dad... Laura Wilson (centre back) and friends
Our contribution to the work of Asha was warmly
applauded by the Honorary Treasurer of The Friends
of Asha, Mrs Daphne Wright, who noted “We are all
immensely grateful for the wonderful new relationship
that has been kindled with my old school,
Wallace High”.
The generosity of the wider Wallace family was
also seen to poignant effect during the school year
2013-14. A fundraising page was established online
to provide an opportunity for donations in aid of
Pancreatic Cancer and in memory of Mr Bill Wilson.
Over £13,000 was raised in a 2-month window, a
genuinely remarkable tribute.
Mrs June Wilson, pictured far right
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Respect
The Importance of Self - Respect
O
ur approach is one of positive behaviour
management as we seek to instil in
all our pupils the importance of
respecting themselves, others and the good name
of Wallace.
It is recognised, however, that for many young
people in today’s society, life can be difficult to
navigate. To this end, our School Counsellors and
School Nurses provide a supportive layer to our
system of Pastoral Care.
Equally, our Prefects help to provide
an overview of life in our community, its
opportunities and its challenges for the Principal,
Mrs O’Hare, as well as the Leadership Team.
The Senior Prefect Team meets weekly with
the Principal to discuss and raise issues, to help
inform whole school decisions and to strengthen
the partnership between the pupil and
staff bodies.
When significant changes are to be made in
the school, the Board of Governors and the
Leadership Team seek the views of parents,
pupils, teachers and support staff. Consultation
with our community is important to us. Our
Student Councils provide an excellent vehicle for
such communication and debate.
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Shakespeare’s witches never looked
so good!
Pupil Mentors
Mentoring is an important contribution a student can
make to the life of the school. Significant numbers of
Sixth Formers volunteer for this role and are trained
by senior staff using resources from Childline. Precise
responsibilities vary as students may be assigned to a
Year 8 class set or to an individual junior or GCSE pupil.
In each instance, valuable and supportive relationships
are established between different age groups and our
pastoral system is strengthened by these pupil-to-pupil
bonds.
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Excellence
In 2014 over 90% of grades at A2 were
A* to C and 30 students gained 3 or
more straight A or A* grades. At GCSE
level, 25% of students gained 10 or more
straight A and A* grades.
W
allace has very high academic standards.
We are committed to ensuring that our
pupils are happy, successful and achieve
their potential. To nurture the talents of each young
person, we seek to provide a broad and balanced
curriculum which embraces the needs, aptitudes and
interests of our pupils and prepares them for Higher
Education and lifelong learning.
Never complacent about our previous successes,
each year the Board of Governors, in consultation
with the teaching staff, sets realistic but stretching
targets for standards at GCSE and “A” Level. Strategies
and approaches to support the achievement of
these targets are carefully set out in our School
Development Plan and Departmental Development
Plans.
Wallace is a school on a pathway of reflection
and improvement. We believe in ourselves, we are
inspired by our young people.
The Wallace High School is fully committed to
providing the highest quality educational experience
to our pupils. To this end, full use is made of inservice training days in August before the new term
begins and also during Exceptional Closure Days
throughout the year to support our teaching staff in
their professional development.
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Head Girl and Head Boy
Our Cambridge Trio
Textbook author Mr N McKnight
Training is provided both at whole staff and
individual teacher levels. The former has
addressed issues such as raising awareness
of how best to support the needs of learners
with SEN (Special Educational Needs), how to
integrate Careers Education, Information, Advice
and Guidance into all elements of the curriculum
and how to exploit new technologies within
the classroom.
Journalism, MIA and Health and Social Care and
are delighted by the outstanding grades achieved.
The school is constantly reviewing its
curriculum and its enrichment programmes to
ensure that Wallace remains at the forefront of
educational achievement in Northern Ireland.
“As a former pupil of Wallace and as a school
Principal in Lisburn, I had great confidence in
the school. Now as a parent with two children
at the school, I can only say that my own
expectations have been exceeded. The pastoral
care in the school is totally outstanding.”
Mr Geoffrey Cherry Principal
Pond Park Primary School
In recent years, we have striven to meet
the demands of central government through
the introduction of applied courses such as
We understand that school is a partnership
between staff, students and parents and our
commitment to consultation means that everyone
has a voice in the elaboration of whole-school
policies and procedures.
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Excellence
Mrs Foster....star of the BBC news
ICT - Creating The Future
W
allace is committed to sharing a
vision of ICT as a tool for efficiency,
empowerment and enrichment. The
school’s CORE values are actively embodied
in our pioneering ICT strategy and provision;
provision so innovative it has inspired a major
research project, headlined a conference and
generated a model for imitation.
The school’s iPad model, the largest in the
United Kingdom, provides seamless transition
between the school day and work at home. The
iPad facilitates learning styles; multi-sensory
learning and revision are made possible by
filming of practicals and demonstrations. Teachers
are already producing textbooks with the iBook
application which can be fine-tuned to the needs
of individuals.
At a curricular level, Wallace is forging new
pathways in Computing and ICT. Mindful of the
24
demands of twenty-first century life, we offer
pupils a wide range of opportunities to develop
knowledge and skills in programming, application
design and computer-based engineering
simulations. Students participate in the annual
world wide Hour of Code and the UK Computer
challenge BEBRAS and have the opportunity to
attend a range of external events such as Sentinus.
Year 8 pupils write their own interactive games,
create their own web page using a scripting
language and become familiar with the world of
the hyperlink. Raspberry Pi projects are popular
activities and even teachers have succumbed to
the lure of the drone!
The school has a rich social media presence. A
Facebook page is accessible to former pupils and
parents and various Twitter accounts communicate
the latest school news. A live twitter feed of sports
matches is always available for fans. The school’s
website provides a vibrant and informative insight
into our daily life as a school family.
E-Safety is taken very seriously and every
pupil receives the full CEOP (Think You
Know) training course during Year 8. The
school also has a dedicated e-safety area on
both the school internet and websites.
Careers Education, Information,
Advice and Guidance
We are keenly aware of the moral
responsibility of guiding our young people
towards future careers in an increasingly
uncertain world. Careers Education begins
in KS3 with the Employability strand of
Learning for Life and Work and assumes
particular importance at transition points
and progression in a pupil’s schooling. Prior
to subject selection for GCSE, pupils have
careers interviews and attend a Careers
workshop in the Lisburn Area Learning
Community.
In Year 12, prior to AS subject choices, pupils
attend a Careers Convention and also benefit
from an interview. Year 13 is the customary
period for Work Experience and we encourage
our young people to seek challenging placements
which provide relevant experiences for their
career aspirations. Throughout the period of AS
and A2 study, further insights are gained from a
wide range of university admissions tutors who
visit Wallace and by visits to university open days.
Mock interviews, conducted by appropriately
experienced outside specialists, are provided
for all students who are also given detailed
feedback on their performance. Further individual
preparation is provided for students applying
for teacher training, medicine and Oxbridge
entrance.
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Excellence
Music Tuition
T
he Music Department offers instrumental
and voice tuition in a wide range of areas
and we are delighted by the very high
uptake of lessons in the following areas:
• Upper strings: Violin and Viola
• Lower strings: Cello and Double Bass
• Woodwind: Flute, Clarinet and Double Bass
• Brass: Trumpet, Trombone, French Horn and
Tuba (Brass Band included)
• Percussion: Drum Kit and Orchestral Percussion
• Guitar: Classical and Electric, Electric Bass
• Voice: Soprano to Bass
• Piano: Jazz Piano, Classical Piano, Organ
The generous funding of the Hadden Bursaries
by Mrs Celia Gourley enables us to offer
additional provision to students.
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The Music Department has two specialist
teachers, Mr David Falconer (Head of Music)
and Miss Chelsea Pascoe. The Department is
also fortunate in gaining from the enthusiasm
and expertise of Mr Steven Alexander (Head of
Mathematics) and Mrs Wendy Davison (Physics)
who are both classically trained instrumentalists.
Capella
Capella is our highly acclaimed senior choir,
made up of Music Honours students, Sixth
Formers and younger pupils of exceptional
promise. The choir has performed far and wide
singing in such diverse locations as the New
York underground, Notre-Dame and the Wallace
collection in London. Several former choristers
are now studying Music at university and we are
delighted to welcome them home at our annual
Carol concert to join with our choirs. A particular
feature of Capella is the strength of its male
sections and male only pieces have become a
tradition within our choral work.
Cantabile
Our junior choir is directed by Mrs Davison
and Mr Alexander. Immensely popular
with students, the choir’s performance is
characterised by a discipline beyond the pupils’
years which is reflected in their repertoire.
How Wallace “wowed” the world
Capella’s repertoire has for many years,
included O Holy Night. This year’s soloist, Year
14 student, Zoe Jackson, garnered a worldwide
audience of almost half a million hits with
her exquisite rendition of the piece. Zoe was
invited to the BBC and performed Silent Night
live in the studio with guitar accompaniment
by former pupil, Patrick Gardiner.
Miss Pascoe has assumed responsibility for the
Orchestra and is supported by the instrumental
tutors. Pupils have the opportunity to play in
various groups and enjoy building friendships
whilst enhancing their skills. The Music
department plays an invaluable role in fostering
confidence through creativity and much
intuitive mentoring occurs through shared skills
and interests.
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Excellence
Creative and Expressive
W
e believe in the necessity of developing
the whole person and our curriculum
is a broad and balanced one, giving
considerable emphasis to the nurturing of the
creative impulse each young person possesses.
Our Art, MIA and Music GCSE, AS and A2
students showcase their work with a combined
exhibition each year. Two of our MIA students
were honoured at the Moving Image Arts
Showcase, organised by Cinemagic in partnership
with CCEA and the Foyle Film Festival.
Reuben Trotter’s GCSE silent comedy “Tramp
Temptations” was awarded 2nd prize in the live
action film category, whilst Molly’s harrowing
ghost story “Left Hanging” was awarded 3rd prize
28
in the AS category. Prior to this event, Molly and
Reuben were nominated for awards at the SelfMade Film Competition hosted by the Mac.
As in previous years, the work of our students
featured in the CCEA True Colours exhibition
which showcases the finest Art pieces in Northern
Ireland’s schools. We also exhibit examples of our
students’ Fine Art around the school.
Poetry, public speaking, debating and essay
writing are also popular with our students.
We were pleased with successes in a number
of categories in the Lisburn Arts Advisory
Competition and students also acquitted
themselves well in local public speaking
competitions.
Visiting an old haunt - The Art Department
Samantha with Briagh’s family
We were delighted when the parents of former
pupil, Briagh Hull, made a generous donation
to fund a prize in her memory. “Briagh’s Prize”
was designed and executed by former pupil and
award-winning silversmith Samantha Moore. The
delicate silver piece reflects both Samantha’s
painstaking approach to her work and a symbol
which was important to Briagh and her family.
We were very grateful for Samantha’s generosity
as she offered to work at cost on the project.
Samantha also visited the school’s Art
Department to speak to current students about
her career as a silversmith and shared a few
reminiscences of her time at Wallace.
29
Excellence
“Something Good”
T
he news that we were to stage a
production of the ever-popular musical
“The Sound of Music” was greeted with
huge excitement. Performances were scheduled
for September 2014 with Mrs Emma Rogers
reprising her role as Producer/Director ably
supported by Miss Victoria Walsh and Mr David
Falconer. The team had previously produced a
highly acclaimed production of “Fiddler on the
Roof”.
The storyline of the piece is well-known
from the 1965 film starring Julie Andrews and
Christopher Plummer and the musical requires
a large cast with the ability to express humour,
pathos and menace in addition to hitting some
very high notes!
30
The tradition of choral work in Wallace ensures
that our singers are confident and well trained
and the ranks of Capella provided the core of
our cast. Zoe Jackson triumphed as Maria in
a series of performances which were wholly
joyful and note perfect; a member of the
audience commented “You really feel she is
Maria”. Joshua Brown played her love interest
Captain Georg von Trapp with aplomb whilst
Zara Kirkwood gave the role of Elsa Shrader
a seductive charm. The comic potential of the
role of Max Detweiler was exploited to the full
by Thomas Stewart and, as ever, the family
group exuded as much wholesomeness as apple
strudel.
The nuns, as a group, excelled and rarely
have wimples been worn to such appealing
effect! Hannah Cairns delivered a confident
performance as the Mother Abbess handling
the powerful solo “Climb Every Mountain” with
heart-warming assurance.
We discovered the truth of the old showbiz
adage “The show must go on” as on Friday night
Mrs Rogers missed the show. She was occupied
with a “production” of her own; her second
child decided to make an early appearance! Mrs
Rogers and her husband met their second son on
Saturday when, somewhat to the disappointment
of Georg, Max, Rolf, Friedrich and Kurt, they
named him Daniel. We congratulated her warmly
on both splendid “productions” and were
mightily relieved that we hadn’t experienced the
drama backstage!
The new addition, baby Daniel.
“I expected to hear “The Sound of Music” not the
patter of tiny feet! I want to thank the wonderful
pupil cast and my fellow staff members for all
their support.”
Mrs Emma Rogers
31
Pupils
Empowering Pupils.
“Our school community is encouraged to
take pride in the history of Lisburn
and of our school.”
T
he pupil voice is valued at Wallace.
We believe that providing roles of
responsibility for our young people in our
community helps their confidence, develops skills
for future life and engenders a spirit of loyalty to
this school.
School Council
Our School Council is an important introduction
to the workings of democracy. Each class set
selects 2 representatives who sit on a Year
Council, chaired by the Assistant Head of Year.
Each of these Councils elects 2 of its members
to the Executive Council, chaired by the VicePrincipal (Pastoral). We believe these procedures
give our students an invaluable insight into the
factors which influence decision making at a
whole school level.
Prefects
Our team of Prefects, led by a core
Senior Prefect Team, form the key layer of
communication between staff and pupils.
They lead from the front, support the work
of the school at events and concerts and are
ambassadors and role models.
32
Sports Captains
These young people are the leading member
of their team. They instil in their teammates a
sense of purpose, pride and expectation and they
demonstrate an appetite to win. Importantly, they
serve also as powerful role models for younger or
aspiring sportsmen and women.
House Captains
These young people lead the work of the
Houses in co-operation with Miss Alana Frey
and Mr David Simpson who act as co-ordinators
of House activities. The House System seeks to
support pupils in a complementary fashion to
that of the Year Group System as our Houses:
Gracey, Hannah, Seymour, Conway, Barbour
and Hamilton engender a sense of belonging
and healthy competition. In contrast to most of
the school’s systems and activities, they actively
promote intra-year relationships creating a more
cohesive school family.
The Charity Committee
The Charity Committee is overseen by
Miss Laura Topley and is made up of a
combination of Year 13 and Year 14 pupils.
Membership of the committee is highly prized
and we are proud that so many of our young
people volunteer for this role. Varied skills are
required. In addition to being compassionate,
well organised and outgoing, successful
committee members must also have a well
developed sense of the ridiculous, be prepared to
make a fool of themselves and be able to show
initiative, time and time again. Members of the
committee visit class sets during extended class
assemblies to collect for a range of causes and
there is no end to their creativity. The highlight
to date this year has been Children in Need day
when a number of staff members volunteered to
be “gunged” for others’ good! A list of staff names
was displayed with accompanying monetary
targets and a mystery guest was promised if
the full target was reached. The characteristic
generosity of the school family ensured the target
was met and Mrs Wendy Davison stepped up to
be unveiled and drenched in the ghastly gunge!
Our Head Boy Neil and Head Girl Zara were also
amongst the brave “volunteers” who enjoyed the
dubious privilege of participation.
33
Pupils
Presidents and Board members of
Clubs and Societies
M
any of our clubs and societies are led
by pupils and facilitated by teachers.
Pupils create their own Councils or
Boards to plan, implement and review the work
of their organisation. From Year 8 to Year 14, our
pupils organise numerous events with great pride
and to great effect.
34
Building Citizenship through Rotary Club
The example of our founder and his inspirational
legacy both at home and overseas finds an echo
in the Rotary motto of “Service Above Self”.
Originally formed in school in 2012 as the Rotary
Interact Group, our growth has exceeded our own
expectations; we are now the largest school group in
the UK.
Rotary provides an opportunity for young people
to lead a team, develop skills of administration,
creativity and collaboration whilst simultaneously
contributing to a community.
Fundraising is a key element of the work which
develops entrepreneurial flair; the group has shown
impressive profit margins on its commercial ventures!
Equally important is the tradition of community
service and the visits by pupils to local residential
and nursing homes have been greatly valued. Rotary
is concerned with both domestic and international
charities thus reminding its members they are
active citizens of a global family.
This year’s Rotary Young Leadership competition
was won by Andrew Drylie and Kerrie Patterson.
Rotary supports 2 charities each year. This year’s
charities are PIPS and Doctors Without Borders.
The Duke of Edinburgh’s Award Scheme
Following the death of Mr Bill Wilson, we
reviewed the operation of the scheme in Wallace
and produced a new model of operation. Mr
Neil Armstrong, Head of History and Politics,
has assumed responsibility for administration of
the scheme within school whilst expeditionary
work is supported by Outdoor Concepts. In
2013/2014, Gold expeditions were completed
in the Lake District and Wicklow by a total of
23 students and in 2014/15 we have excellent
numbers. We have extended our participation
in the scheme by introducing the Bronze Award
and currently have 6 groups. The Silver and Gold
Award groups are due to commence their training
walks in the Mournes early in 2015 and the 2
Gold groups will complete their expeditions in
the Lake District in 2015. We are proud that Bill’s
contribution to the Duke of Edinburgh’s Scheme
was honoured by the rarely awarded permission
to place a memorial plaque on a stile in the
Mourne Mountains on a route often walked by
our groups.
35
CURRICULUM 2014-15
The Curriculum Policy is approved by the Board of
Governors and implemented and delivered by the
Principal and staff of the school.
The policy is developed by the Leadership Team in
consultation with the staff. The curriculum meets statutory
requirements as identified by DENI.
In order to meet current and anticipated statutory
requirements, together with meeting the needs and
aspirations of the pupils, the school curriculum is
reviewed annually and proposed updates are brought to
the Education Committee of the Board of Governors, and
the full Board, in turn for approval.
GCSE Curriculum Rationale
All pupils will follow the core curriculum of English,
English Literature, Religious Studies (Short Course) and
Mathematics. Pupils will select a number of additional
GCSE from the options blocks as indicated in the subject
choice letter.
Further Mathematics GCSE
The top seventy candidates in the Year 10 summer
Mathematics examination will be offered the opportunity
to study GCSE Further Mathematics. This involves an extra
single period of Mathematics in lieu of one period of nonexam PE.
Religious Studies GCSE
The Religious Studies course is an introduction to
Christian ethics exploring personal and family issues,
matters of life and death, care for the environment,
equality, war and peace. Studying these themes can
enhance personal, social and cultural development. It
is an opportunity to reflect on and develop values,
opinions and attitudes. From September 2014, pupils will
study RS Short course modules in Year 11 and the full
course modules in Year 12. The GCSE Pupils will sit the
appropriate GCSE examination at the end of both Year 11
and Year 12. Each examination lasts 90 minutes.
36
Twilight Study
Pupils may have the opportunity to enrol on one of
the “twilight” GCSE courses that run in conjunction with
other Lisburn schools and delivered by SERC, usually at
their main campus in Castle Street. A number of pupils in
Year 11 this year are following twilight GCSE courses in
Photography and Engineering. They run one afternoon
per week throughout Years 11 and 12 and usually are
timetabled from about 3.45 – 5.45.
Further details on which courses (and numbers) will be
available at SERC will be confirmed later in the year.
English
Maths
French
History
Geography
Art
Music
RE
Technology
HE
LLW
PE
Games
Drama
Reading for
Pleasure
Physics
Chemistry
Biology
Computer
Programming
German / Spanish
Year 8 Year 9 Year 10
5
4
6
6
5
6
4
4
4
3
4
4
3
4
4
2
2
2
2
1
1
2
2
1
2
2
2
2
2
2
2
1
1
1
1
1
2
2
2
2
1
2
2
2
1
2
2
2
2
2
2
1
1
3
3
Middle School Curriculum (Year 11/12)
English (7) Maths (6/7) RE (2) LLW (2) Games (2) PE (1/2) Groups (4)
The top seventy pupils in the Summer Year 10 Mathematics examination are offered GCSE Further Mathematics.
Group I
Group II
Biology
Art
Chemistry Bus Studies
Physics
Home Econ
Geography
History
Journalism
Technology
Group III
Group IV
Group V
Group VI
Biology
History
Home Econ
ICT
Music
PE
Physics
Biology
Business
Studies
Chemistry
Geography
ICT
Technology
Art
Chemistry
French
Geography
History
MIA
Physics
French
German
Spanish
A small number of places are available for GCSE Engineering and GCSE Photography
through the Lisburn Area Learning Community.
Sixth Form Curriculum
(9 periods per subject) Pupils choose one subject per option block
A
B
C
D
Biology
Computing
English Literature
French
History
ICT
Mathematics
Physical Education
Religious Studies
Biology
Economics
Electronics
Further Maths
Geography
German
Health & Social Care
History
Mathematics
Moving Image Arts
Travel and Tourism
Art
Biology
Chemistry
English Literature
Home Economics
Physics
Politics
Technology
Business Studies
Chemistry
Geography
History
ICT
Music
Physics
Spanish
Other courses
1. Enrichment Programme
Young Enterprise
Computer Programming
European Studies
Health
Japanese
Cooking
2. Careers Tutorial
3. Games
A-Z Clubs & Societies
Art Club
Book Club
Charity Committee
Chess Club
Choirs (Cantabile/Capella)
Chemistry Club
Debating Society
Drama Society
Duke of Edinburgh’s Award Scheme
F1 in schools
Guides
Movie Club
MUN
Orchestra
Public Speaking
Rotary Interact
Scouts
Scripture Union
Technology Club
Young Enterprise
A-Z Sports
Athletics
Badminton
Cricket
Cross-Country
Golf
Hockey
Netball
Rugby
Skiing
Squash
Swimming
Tennis
RE
GCSE Astronomy
Drone Programming
Sentinus (Computing)
Nursing Home Work Experience
Certificate of Personal Effectiveness (COPE)
Sentinus Team R & D (formerly the Engineering Education
Scheme)
All information correct at time of going to press.
37
ADMISSIONS
To Parents/Guardians
naming The Wallace High
School as a preference on
your child’s Transfer Form.
Entrance Test Results
Please ensure that you attach the
original “Notification of Result” to
your child’s Transfer Form. This
contains your child’s AQE score
and candidate number. The
Admissions Committee will be
unable to consider the application
if either a photocopy is attached
or the information is omitted. The
original document only will be
acceptable.
Verification of Non-Academic
Stage 2 criteria
Please ensure that where
reference is made to another child
of the family who is currently a
pupil or an ex-pupil, his/her name
should be included on the Transfer
Form with, if relevant, the current
year group, class set or in the case
of an ex-pupil, the year the pupil
left. In respect of a reference to
a parent who was a pupil of the
School the name of the parent at
38
the time of attendance and the
date he/she left the School must be
included. This information will be
accepted either on the transfer form
or as a separate attachment.
Special Circumstances and/or
Special Provision
If you are making a claim for
your child to be considered under
Special Circumstances or Special
Provision, please note that you are
required to:
(1) Present all such information
as you consider will assist the
Admissions Committee of the
Board of Governors in determining
if Special Circumstances/Special
Provision apply and
(2) Attach all such information to
the Transfer Form.
Further details can be found in the
Section “Special Circumstances and
Special Provision” Appendix 1.
The Wallace High School (“the
School”) is a co-educational, nondenominational Voluntary Grammar
School situated in a peaceful tree
lined avenue in a residential area
of Lisburn. It was founded in 1880
by a bequest from the estate of Sir
Richard Wallace, local landowner
and MP, as the Lisburn Intermediate
and University School and was
renamed in 1942 in memory of
its founder. The School has a
rich history and is proud of its
reputation and the successes of
generations of young people.
A programme of continuing
development has ensured that
well resourced teaching areas
and excellent sports facilities are
provided for our 1,160 pupils. The
School prides itself on its pleasant,
modern environment which is
conducive to learning. ICT is valued
as an important tool to support
and extend learning. To this end,
an extensive wireless network,
intranet and digital technology add
an extra dimension to the work of
the School.
Our main aim is to enable
pupils and staff to develop their
talents to the full, within a caring
environment in which they feel
secure and valued. Young people
are encouraged to set themselves,
and achieve, realistic but stretching
targets. Success is valued and
celebrated through a variety of
pupil-centred reward systems.
Pupils are prepared for GCSE
examinations and the majority stay
on to complete two years of “A”
level study in the Sixth Form before
proceeding to higher or further
education. GCSE and “A” Level
results are well above the Northern
Ireland average for grammar
schools.
The relationship between home
and school is pivotal to the success
and well-being of our young
people. Consequently, parents
are kept regularly informed of
progress through informal contact,
reports and Parents’ Meetings. This
support for our young people is
complemented by a high quality,
comprehensive careers information
and guidance service.
Parents are also encouraged to
become more active members of
the school community by joining
our successful and vibrant Parent
Teachers’ Association. An Old Girls’
Association is also active and these
two wider community groups are
invaluable in supporting the work
of the School.
Through our pastoral and
academic systems, young people
are challenged academically and
supported. They are encouraged
to be involved in a wide variety
of life-enriching, extra-curricular
activities. The School has a proud
history of individuals and teams
winning elite competitions and
gaining representative honours.
Equally, recreational involvement
is valued and celebrated as young
people are encouraged to develop
healthy lifestyles. As proud
ambassadors of our School, all
pupils are expected to wear school
uniform and maintain the highest
standard of appearance.
to the local and global community
through community service and
charitable giving.
The School has an intake of 170
pupils into Year 8. The strong
effective pastoral system with
its Heads and Assistant Heads
of Year ensures that individual
pupils benefit from the support
and guidance of their Class Tutor
who monitors academic progress
and general welfare. From the
very first day of Induction, pupils
know to whom to turn if they
have difficulties or questions. Pupil
mentoring is a key part of the
Induction programme. Experienced,
trained and responsible senior
pupils work closely with junior
pupils to support them, provide
them with a point of contact in the
pupil body and help them settle
into grammar school life.
With such a wealth of
opportunities from which to avail,
pupils are encouraged to give back
39
ADMISSIONS
As the School is a voluntary
grammar school, a mandatory
capital fee of £140 per annum is
currently charged. This is reduced
to £70 for the third and subsequent
children in a family. This money is
used to help finance new school
buildings and equipment. Parents
are asked to make an additional
voluntary contribution which
stands at £35 per pupil to support
whole school initiatives and
general upkeep of the building and
grounds. The School’s “Charges and
Remissions Policy” outlines optional
extras of which parents may avail
for their children. It can be found at
www.wallacehigh.org.
Admissions Policy For 2015
Selection of the intake for Year 8
has been delegated by the Board
of Governors to an Admissions
Committee appointed by the Board
of Governors.
Admissions Criteria
The School is a co-educational,
non-denominational, Voluntary
Grammar School. The School’s
enrolment number is 1,160 and
its admissions number is 170. For
transfer to Year 8, the Admissions
Committee of the Board of
40
Governors will consider, in the
first instance, those children who
have taken the Common Entrance
Assessment (CEA) provided by the
Association for Quality Education
(AQE) and who have been
awarded a mark in the form of a
standardised score. Information
on this test is available from the
School or on the AQE website
www.aqe.org.uk
Applications for Special
Circumstances and Special
Provisions will be considered first
and equally with all applications.
(see Appendix 1).
It should be noted that the
Admissions Committee of the Board
of Governors will not take into
account the position of preference
given, to the School, by the applicant
on the transfer form. An application
from a child who has placed the
School 2nd in order of preference,
and who has not been offered a
place in the school of first choice,
will be considered in the same way
as all first preference applications to
the School.
The process for admissions, should
the School have more applicants
than places available, is as below.
It is the responsibility of the
parents of the child applying to
ensure that all relevant information
is made available to the School.
It should also be noted that
children resident in Northern
Ireland at the time of their proposed
admission must be admitted before
any child not so resident.
Allocation of places by the
Admissions Committee of the Board
of Governors will be made in 2
stages:-
Stage 1
The results of the CEA will be
reported as a standardised score out
of a maximum of 140.
The standardised scores of all
applicants will be placed in rank
order and banded in ranges of
a score of 5. Higher scores will
precede lower scores i.e.;
140 – 136 being the first band,
135 – 131 the second band,
130 – 126 the third band,
125 – 121 the fourth band,
120 – 116 the fifth band,
115 – 111 the sixth band,
110 – 106 the seventh band,
105 – 101 the eighth band,
and so on in ranges of a score of 5.
Places will be allocated to all
the applicants in the bands above
the band containing the 170th
applicant.
Stage 2
The remaining places will be
allocated from the applicants in the
band containing the 170th applicant
by applying, in order, the criteria
below:
a) Children who are attending the
Preparatory Department of the
School.
b) Children who have a child of the
family enrolled in the School on
the date of transfer.
c) Children whose twin or triplet
sibling(s) has (have) already
been admitted to the School.
d) Children who have a child of the
family who attended the School.
e) Children who have a parent who
was a pupil of the School.
f) Children who are transferring
from primary schools from
which the School has received
pupils within the last 5 years
(see accompanying list) and who
are the elder/eldest children in
their respective families or who
are the first in the family to
transfer to a mainstream school
or who are the only child in their
family.
g) Other children who are
transferring from primary schools
from which the School has
received pupils within the last
5 years (see accompanying
list).
h) Children *entitled to free school
meals at the time of application.
* “entitled to free school meals”
will mean children who are
listed on the Education and
Library Board/ESA register as
entitled to free school meals at
the date on which their parent
has signed their post-primary
Transfer Form or at any date up
to and including 13 May 2015.
i) Random computer generated
tie-breaker. The following
random selection process,
as determined by the Board of
Governors and overseen by the
Admissions Committee, shall be
applied to determine the
remaining applications to be
accepted:
• each application to be
considered at this stage
is allocated a random number
electronically generated within
Microsoft Excel;
• the applications are then
ranked in order of the random
41
ADMISSIONS
number with higher numbers
having preference.
Appendix 1
Guidelines on the arrangements
for Special Circumstances and
Special Provision.
“Explanation of Special
Circumstances and Special
Provision”
The purpose of a claim for Special
Circumstances and/or Special
Provision is so that a child can
be assigned a score equivalent to
that which he or she would have
obtained in the AQE CEA, under
normal conditions. Consideration
of a claim for Special Circumstances
and/or Special Provision consists
of two parts. The first requires
the consideration of whether
there is, in the judgement of the
Admissions Committee of the Board
of Governors, sufficient material
to permit a child to be considered
as having Special Circumstances
or attracting Special Provision, or
both. If a child is permitted to
be considered as having Special
Circumstances or as attracting
Special Provision or both, the
second part of the consideration
42
requires an educational judgement
to be made on the totality of the
material presented to the Admissions
Committee of the Board of
Governors so that a mark equivalent
to that which the child would have
obtained in the AQE CEA under
normal conditions can be awarded.
It is for parents to present all such
material as they consider will assist
the Admissions Committee of the
Board of Governors in performing
both parts of the consideration
described above. It should be noted
by parents that both parts of the
consideration referred to involve
an exercise in judgement and not
precise calculation.
Special Circumstances
The School has academic
performance as its first criterion,
subject only to the consideration of
medical or other problems which
may have affected performance in
the CEA and which are supported
by documentary evidence of a
medical or other appropriate
nature. These ‘medical or other
problems’ are commonly referred to
as ‘Special Circumstances’.
Please note, if a claim for
the consideration of Special
Circumstances is made in respect
of matters for which Special Access
arrangements were granted for a
child, the Admissions Committee
of the Board of Governors will
take into account the fact that the
child was granted Special Access
arrangements for those matters.
Parents who wish to apply to the
School under Special Circumstances
must complete Form SC14
obtainable from the School or
AQE, and attach it with appropriate
documentary evidence to the
Transfer Form, as detailed below.
Details of Medical or Other
Problems
Where it is claimed that a child’s
performance in the CEA has been
affected by a medical or other
problem, it is the responsibility of
the parents to set out in the Form
SC14 precise details of the problem
and must append evidence to
corroborate its existence.
Where the problem is a medical
one of short term duration, which
affected the child only at the
time of the CEA, the Admissions
Committee of the Board of
Governors will give greater weight
to evidence that the child was
examined by a medical practitioner
in relation to the illness at the time
of the assessment.
Where the problem is of a nonmedical nature the parents should
append appropriate evidence. It
should be noted that in all cases
independent evidence will carry
greater weight.
Educational Evidence
Objective documentary evidence
must be provided by the parents.
This should include the score
achieved in the CEA and, where
they exist, the results for the
child of any standardised test(s)
conducted in Year 5, Year 6 and
Year 7, and the results in any
end of year tests in English and
Mathematics in Year 5 and Year 6.
It would be useful for the
Admissions Committee of the Board
of Governors to have additional
comparative information from
the primary school. This should
include the results (without names)
for other children in the child’s
Year 7 class of any standardised
tests conducted in Year 5, Year 6
and Year 7, and the results in any
end of year tests in English and
Mathematics in Year 5 and Year 6.
The Admissions Committee
of the Board of Governors will
consider the application for Special
Circumstances. Where Special
Circumstances are accepted, the
Admissions Committee of the Board
of Governors will determine, on the
basis of the information available, a
score for the child. Such children
will then be considered with all
other children who have received
a CEA score and the admissions
criteria applied.
Special Provision
Parents can apply for Special
Provision in respect of:
i) Children whose parents wish
them to transfer from schools
outside Northern Ireland.
ii) Children who have received
more than half their primary
education outside Northern
Ireland.
iii) Children, entered for the CEA,
who because of unforeseen and
serious medical or other
problems were unable
to participate in any of the
assessments.
Note: It is expected that all those
seeking admission should sit the
CEA, with the exception of those
children who take up residence in
Northern Ireland after September
2014.
Parents who wish to apply to the
School under Special Provision
should contact the School as
soon as possible. In addition
they should complete Form SC14,
obtainable from the School or
AQE (www.aqe.org.uk), stating the
precise reason why they believe the
child is eligible for consideration
under Special Provision and
provide appropriate independent
documentary evidence. A copy
of SC14 and all the documentary
evidence should be attached to the
Transfer Form.
The Admissions Committee
of the Board of Governors will
consider the application for
Special Provision. Where Special
Provision is accepted, the following
procedure will apply:
• the Admissions Committee of the
Board of Governors will consider
any assessment information,
including the child’s score in the
CEA, if completed;
• the Admissions Committee
of the Board of Governors
will determine, on the basis
of all available assessment
information, an appropriate
score for the child. The child
will then be considered with all
other children who have
received a CEA score and the
admissions criteria applied.
43
ADMISSIONS
Please note:
It is recognised that some parents
may feel that their child’s case
falls into more than one of the
above categories. In this instance,
all evidence within the relevant
categories should be appended to
Form SC14.
The Admissions Committee of
the Board of Governors will not
adjust a mark solely on the basis of
statements made but not supported
by evidence.
The Information Commissioner’s
website www.ico.gov.uk contains
guidance for parents with regard to
how to access information held by
schools in relation to their child.
It is the responsibility of the
parents to attach the requested
information to Form SC14.
The Admissions Committee of
the Board of Governors reserves
the right to require additional
information or evidence, for
example educational information,
to determine, support or verify
information on the Transfer Form.
The provision of false or incorrect
information or the failure to provide
44
information within the deadlines
set by the School can result in
the withdrawal of a place and the
inability to offer a place on the part
of any school nominated on the
applicant’s Transfer Form.
For those children whose
parents wish them to transfer from
schools outside Northern Ireland,
applications for Special Provision
should be received by the School
by 18 March 2015.
When considering which children
should be selected for admission,
the Board of Governors will only
take into account information
which is detailed on or attached to
the Transfer Form. Parents should
therefore ensure that all information
pertaining to their child and
relevant to the School’s Admissions
Criteria is stated on the Transfer
Form or attached to it.
Primary Schools from which the
School has received pupils in the
last five years.
• Academy
• Knockmore
• Anahilt
• Largymore
• Ballinderry
• Lisburn Central
• Ballycarrickmaddy
• Maghaberry
• Ballymacash
• Maralin Village
• Ballynahinch
• McKinney (Dundrod)
• Ben Madigan Prep
• Meadow Bridge
• Brownlee
• Moira
• Carr
• Newtownards Model
• Carrickergus Model
• Oakwood
• Dickson
• Old Warren
• Donacloney
• Pond Park
• Downshire
• Riverdale
• Dromara
• Rowandale
• Dromore Central
• Seagoe
• Dunmurry
• Seymour Hill
• Fairhill
• Spa
• Finaghy
• St Aloysius’
• Fort Hill
• St Colman’s
• Friends’ Prep
• St Joseph’s
• Greystone
• St Patrick’s
• Harmony Hill
• Tonagh
• Killowen
• Wallace Prep
Transfer Other Than At Normal Time
If a vacancy arises and is to
be filled during Year 8, the next
applicant on the original transfer list
rank order will be contacted. This
list does not transfer automatically
into applications for other year
groups.
For applications for a place in
years other than Year 8, parents
must complete and return the
Application for Admission form,
available on www.wallacehigh.
org/about/admissions-criteria/
admissions-non-yr8/
Applications And Admissions Into
Year 8
Applications
2012
2013
293
255
2014
281
Admissions
2012
2013
170
170
2014
170
In 2012, 2013 and 2014 the school
was oversubscribed in the band
containing candidates with AQE
scores of 101-105 and the non
academic Stage 2 criteria were
applied.
The criteria used to establish
a rank order of applications is
published on www.wallacehigh.
org/about/admissions-criteria/
admissions-non-yr8/
The school then writes annually
to parents of those applicants to
establish if the application is to be
kept for a further year or removed.
also obtain a minimum of fourteen
points. In addition, they must also
meet the other subject – specific
criteria as specified in the Sixth
Form Prospectus.
The size of the Sixth Form intake
is determined by the Principal and
other senior staff within the context
of the school’s overall enrolment
number as set by The Department
of Education. The number of
places available to pupils from
other schools is dependent on
the number of “internal” pupils
returning to the Sixth Form and
places to “external” pupils are
normally awarded on a competitive
basis, based on overall points score.
Those with a higher points score
will be allocated a place before
those with a lower points score,
subject to places being available in
their chosen subjects.
While every effort is made
to allow pupils to follow their
preferred subjects, this depends on
timetable and class size constraints.
Pupils from Other Schools –
Admittance to Lower Sixth
Pupils who are entering the Sixth
Form from other schools must
45
Examination Results
GCSE Results 2014 % of Pupils Achieving Grades
Subject
Exam Board
Additional Mathematics
Art and Design
Biology
Business Studies
Chemistry
Design and Technology
Engineering
English Language
English Literature
French
Geography
History
Home Economics
Information Technology
Journalism
LLW
Mathematics
MIA
Music
Physics
Physical Education
Religious Studies
Religious Studies Short Course
Spanish
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
Edexcel
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
Total Entered
% A*
% A* - A
% A* - B
% A* - C
73
30
133
38
121
33
5
172
166
112
89
112
38
58
25
15
172
16
12
110
18
25
126
56
23
23
26
13
18
0
0
10
18
22
13
13
29
21
12
0
35
13
42
16
22
48
17
30
55
60
69
53
47
30
60
49
52
46
43
49
58
67
52
20
68
50
92
45
50
76
38
57
81
97
91
84
88
79
80
89
86
68
81
81
79
91
92
53
94
88
100
81
83
92
65
86
92
100
98
100
98
97
100
98
98
91
89
96
97
100
100
93
100
94
100
93
94
96
90
100
Summative Information GCSE Results 2014
% Grades
A*
A* - A
A* - B
A* - C
46
2014
20
54
85
97
% Pupils Achieving
5 or more A* - C
7 or more A* - C
2014
98
96
%<C
8
0
2
0
2
3
0
2
2
9
11
4
3
0
0
7
0
6
0
7
6
4
10
0
AS Results 2014 % of Pupils Achieving Grades
Subject
Board
%A
%A-B
%A-C
%A-D
%A-E
NICCEA
NICCEA
NICCEA
OCR
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
Total
Entered
8
79
18
45
6
46
5
26
10
10
12
41
29
Art
Biology
Business Studies
Chemistry
Economics
English Literature
French
Geography
German
HE
Health & Social Care
History
Information Technology
Software Systems
Development
Mathematics
Moving Image Arts
Music
Physical Education
Physics
Politics
Religious Studies
Spanish
Technology
Travel and Tourism
75
28
22
33
17
24
60
27
50
30
33
15
34
100
64
44
67
33
57
60
54
60
70
67
46
66
100
85
67
87
83
98
80
92
90
90
92
76
86
100
98
83
96
83
100
100
100
100
100
100
98
97
100
100
100
98
100
100
100
100
100
100
100
100
100
NICCEA
5
60
80
100
100
100
NICCEA
NICCEA
NICCEA
NICCEA
OCR
Edexcel
NICCEA
NICCEA
AQA
OCR
57
11
7
8
36
12
18
12
14
3
46
18
29
38
17
17
28
42
14
0
75
64
71
100
44
33
67
67
36
33
88
100
100
100
58
75
89
92
79
100
98
100
100
100
81
92
100
100
100
100
100
100
100
100
92
92
100
100
100
100
Summative Information AS Results 2014
%
A
A-B
A-C
A-D
2014
29
61
85
96
% Pupils Achieving
3 or more A - C
2014
75
School policies are available on the school website and hard copies can be obtained by contacting
the school office. Further additional information about the school can be found on a designated
area of the school website.
47
A2 Results 2014 % of Pupils Achieving Grades
Subject
Art
Biology
Business Studies
Chemistry
Economics
English Literature
French
Further Mathematics
Geography
German
HE
Health and Social Care
History
Information Technology
Mathematics
Moving Image Arts
Music
Physical Education
Physics
Politics
Religious Studies
Spanish
Technology
Travel and Tourism
Board
NICCEA
NICCEA
NICCEA
OCR
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
NICCEA
Edexcel
OCR
Edexcel
NICCEA
NICCEA
AQA
AQA
Entered
7
51
23
35
8
33
9
3
19
1
13
11
40
41
56
9
7
2
25
24
12
8
13
2
% A*
14
18
9
14
0
15
67
67
11
100
0
0
23
2
9
0
0
0
8
0
8
13
0
0
% A* - A
86
49
48
46
25
27
67
67
32
100
38
27
48
29
46
33
0
50
32
17
50
75
46
50
% A* - B
100
75
78
69
50
58
89
67
68
100
62
82
78
49
71
67
86
100
60
50
92
88
62
100
% A* - C
100
88
96
86
100
94
100
100
95
100
92
100
95
85
93
100
100
100
80
88
100
100
92
100
% A* - D
100
100
96
94
100
100
100
100
95
100
100
100
100
100
98
100
100
100
100
96
100
100
100
100
% A* - E
100
100
96
97
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
96
100
100
100
100
Female %
WHS NI
Total %
WHS NI
Summative Information A2 Results 2014 Additional Information 2013-2014
%
A*
A*
A*
A*
A*
-
2014
12
41
69
92
99
A
B
C
D
% Pupils Achieving 2014
3 or more A* - C
82
Year 12
Year 13
Year 14
Male
82
70
71
Female
90
76
77
Total
172
146
148
Number
Year 12 entered for 5+ GCSEs
(incl. GCSE English & Maths)
172
Year 14 entered for 2+ A-levels 148
Year 14 entered for 3+ A-levels 148
48
SEN
17
10
8
%
100.0
100.0
100.0
Year 12 achieving 5 or more
GCSEs at grades A*- C
Year 12 achieving 5 or more
GCSEs at grades A*- C
(incl. GCSE English
and Maths)
Year 12 FSML achieving
5 or more GCSEs at
grades A*- C
(incl. GCSE English
and Maths)
Year 12 leavers achieving
5 or more GCSEs at
grades A*- C
(incl. GCSE English
and Maths)
Year 12 FSML leavers
achieving 5 or more
GCSEs at grades A*- C
(incl. GCSE English
and Maths)
Male %
WHS NI
96
77.8
98
85.7
97
81.8
96
60.9
98
69.3
97
65.2
67
33.7
100
43.6
80
38.7
36
100
79
66.6
100
80
Additional Information 2013-2014 (cont.)
Male %
WHS
NI
Female %
WHS
Year 14 achieving 2 or more
A-levels at grades A*- E (or equivalent)
Year 14 achieving 3 or more A-levels
at grades A*- C (or equivalent)
NI
Total %
WHS
NI
100
97.6
100
98.3
100
98
80
61.1
83
68.1
82
65
Progression of School Leavers Number of Students 2013-2014
Year 12
Male
82
Number who left in the course
of that school year
0
Female Total
90
172
0
0
Year 13
Number who left in the course
of that school year
Male
70
3
Female Total
76
146
2
5
Location of Leavers
Number
%
Transferred to another school
0
0
Entered further education
9
6
Entered higher education
115
78
Entered an apprenticeship/ training
0
0
Took up full-time employment
4
2
Took up voluntary work
1
1
Took up part-time employment
0
0
Unknown
19
13
49
Enduring Bonds
Former pupil, Chris Henry, was the Guest of Honour
at Junior Prize Evening
“Although many of the teachers who taught me over my schooldays have left, this is
a great opportunity for me to say thank you to everyone who has helped me along
the way. It would be impossible for me to mention everyone, but Mr Wilson, who
sadly passed away last year, was definitely one of those people whom I had a lot
of respect for. He was an example of why Wallace is Wallace; great teachers who go
above and beyond the classroom.”
50
Our
Cath
“sna
51
The Bill Wilson Memorial Walk, May Day holiday 2014
THE WALLACE HIGH SCHOOL
52
12a Clonevin Park, Lisburn, BT28 3AD
T: 028 9267 2311
E: [email protected]
W: www.wallacehigh.org