The aim of the Shell year is to provide a broad and sound foundation for a boy’s education at Radley. No subject is excluded, so that a boy has the chance to experience a range of different disciplines and skills. At the end of the Shell year he continues with a core of English, Maths, a Modern Language, Science and Theology, and makes a choice from a set of Option blocks which permit him to pursue four additional subjects to GCSE.
When a boy arrives at Radley he is setted separately for English, Maths, Modern Languages* and Science, according to his performance in the Scholarship or in Common Entrance. It is perfectly possible to be in Set 1 for one subject and Set 4 for another, as boys have different aptitudes. He will be allotted a Form Master from within his Social – a Sub-Tutor who specialises in inducting new boys into Radley. This Form Master helps the boys to settle into the Social, to make friends but also to learn the standards that Radley will expect of them, especially in the academic realm.
Since September 2019, all Shells are expected to study two languages from French, Spanish and German*. Boys of an exceptional linguistic ability are able to study three languages (French, German and Spanish).
Radley works on a 12-day timetable, with 72 periods in that cycle. Shell boys are taught for every one of those periods and the distribution of lessons reflects the balance between core and optional subjects.
Academic Support
When a boy arrives at Radley he is given a Diagnostic Test, an 80-word spelling test and a piece of free personal writing. For boys who are found to need support, or for those with a history of learning difficulties, extra tuition is available from a qualified learning difficulties specialist. A specific programme is arranged for each individual, whose progress is monitored closely and regularly assessed. The Mathematics Department also conducts tests, in October, and boys with weaknesses are helped by a specialist. This programme is co-ordinated by the Head of Academic Support. Any past arrangement for support (at Prep School) must be communicated via Admissions to the Head of Academic Support before the start of the Shell year. No external arrangement with an educational psychologist should be organised once a boy is at Radley, as we use our own to assess boys.
Monitoring Progress
Regular reporting on boys serves several purposes: it lets boys know how they are doing, it enables dons, Tutors and parents to monitor progress, and it provides the opportunity to spur on those whose effort is deemed to be less than it might be. We report fully to parents at the end of each term through an emailed report. We also have a system of internal electronically recorded reports. These assess effort, each boy’s organisational skills and ability to communicate in class. These reports are e-mailed to parents in the week after Common Room has completed them. Regular monitoring aims to get the best out of boys. Each year there is a meeting in the Summer Term for parents to discuss their sons’ progress with dons. Parents, of course, are encouraged to keep in touch with Tutors and the Form Masters. The Head of the Shell Year is also an important point of contact. There is a great deal more to life at Radley than academic work, even though the latter is inevitably at the centre of a boy’s time here.
Critical Thinking
We have in recent years put greater emphasis throughout Radley on developing in the boys an ability to learn, and research independently. Shell boys are taught Critical Thinking (CT) skills by five different teachers across the year. The CT course is designed to help them navigate their way through the complex and often misleading world of modern media and develop analytical and other forensic skills which will help them in their academic and wider lives.
Technology
Radley offers a 1-1 iPad scheme for new Shells. The iPad policy covers the academic and organisational needs of each boy. iPads are used to provide a range of educational benefits, while at the same time allowing access to other devices (such as phones) to be more closely monitored and, especially in the junior years, appropriately restricted. This should provide reassurance to parents and Tutors from a pastoral perspective, but also promote educational opportunity in a time of rapid and wide-ranging technological advance.
