Lower College Prospectus Top Ranked

Comprehensive
School (UK)
The Sunday Times
Guide 2018

Lower
College
Prospectus
 Lower College Prospectus 1

I would like to extend

a warm welcome
to all of you
and thank you
for considering Developing
Hockerill enquiring,
Anglo-European knowledgeable,
College. responsible, global
At Hockerill, our aim is to provide a well-rounded education which equips
citizens through
students for the challenges of life ahead. Our goal is to produce students
who have particularly well developed inter-personal skills – people who are
academic
good with people. We believe a Hockerill education will prepare students for the excellence.
futures they will face in an ever more competitive work market. It is our intention
that students will leave Hockerill with confident mastery of their innate abilities, and the
skills and values to use these to good effect.

Students should become comfortable in operating across international and cultural boundaries. One of the key
reasons parents choose Hockerill is the unique blend of local and international students which our boarding
community provides. The 2016 Ofsted inspection rated our boarding provision as Outstanding: all our students
benefit from this, whether they are boarders or day students.

We wish to encourage applications from students who will contribute to and benefit from the College’s unusually
strong international dimension, its status as one of the country’s elite Language and Music Colleges, and its role
as an International Baccalaureate Diploma (IB) World School.

Our mission statement reflects the same ideals as the IB’s mission statement. Alongside our guiding principles
and the IB learner profile, these provide a powerful framework for the College. The intention is to marry a
rigorous academic programme with excellent teaching to instil in our students a life-long love of learning.

The pages that follow give an overview of what makes Hockerill such a dynamic and special place.
I hope you find this guide informative and I would encourage you to visit Hockerill to witness for yourself
the magic of Hockerill.

Mr Richard Markham MA (Oxon)

Principal Among the
best secondary
schools in
the world...
Secretary of State
for Education 3 February 2014
 2 Hockerill Anglo-European College

Academic achievement is important, but more

important are the values that go with it. In an
increasingly competitive and complex world,
perhaps nothing is more important to today’s
parents than the future of their children.
At Hockerill, we offer a distinctive experience based upon our guiding principles of high aspiration, strong
community, a progressive curriculum, traditional values and an international outlook.

We aim to provide our students with an exceptionally well rounded education that not only equips them
with sound, internationally recognised academic qualifications, but also ensures that they possess the
The best thing confidence and communication skills to move seamlessly and successfully on in their chosen careers
and communities. Results are important but an education is about so much more.
about Hockerill Our recent academic record is outstanding. We have been consistently ranked as one of the top
is the support schools in the UK, and our achievements in both GCSEs and the IB programmes reflect this.
Our last Ofsted inspection recognised this achievement by grading the school as Outstanding

given by staff in every category.

and older As part of our programme of study we offer a broad and balanced curriculum that seeks to
stretch students so that they are fulfilled and stimulated. The dynamic classroom experience

students. is supported by our excellent pastoral network, with the tutor at its centre. Students enjoy the
opportunities they are provided with to collaborate and develop their passions.
Year 8 student
A good school encourages its pupils to look outwards so that they learn through their experience
of how people live and work not only in their own country but also throughout the world. Just as
importantly, these features are balanced by a complementary belief in high standards of behaviour, smart
dress and respect for others.

Hockerill is a unique and exciting place to learn in. The College community encompasses
boarders and day pupils, UK and international students and a talented teaching and support
team. Between us, we have created a strong feeling of togetherness and community here
at the College.
 Lower College Prospectus 3

Academic Excellence
Top 40 Comprehensive Schools

Rank School Town Rank School Town

Hockerill Bishop’s
1 21 The Charter School London
Anglo-European College Stortford

2 Dame Alice Owen’s School Potters Bar 22 Waldegrave School, Twickenham Twickenham

3 Watford Grammar School for Girls Watford 23 Fortismere School London

The Cardinal Vaughan Memorial Durham Johnston

4 London 24 Durham
School Comprehensive School

5 Yavneh College Borehamwood 25 Saffron Walden County High School Saffron Walden

6 JFS Harrow 26 The Grey Coat Hospital, Westminster London

The King David High School, Queen Elizabeth High School,

7 Manchester 27 Hexham
Manchester Hexham
JCoss (Jewish Community
8 Hasmonean High School London 28 New Barnet
Secondary School)

9 Camden School for Girls London 29 Parmiter’s School Watford

St Benedict’s RC High School,

10 St Andrew’s RC School Leatherhead 30 Alcester
Alcester
The Hertfordshire and Essex High
11 St George’s School Harpenden 31 Bishop’s Stortford
School and Science College

12 The London Oratory School London 32 Beaumont School St Albans

13 St John the Baptist School, Woking Woking 33 Silverdale School Sheffield

14 Ilkley Grammar School Ilkley 34 Presdales School Ware

15 Lady Margaret School London 35 Cheadle Hulme High School Stockport

16 St Mark’s RC School, Hounslow London 36 Matthew Arnold School Oxford

17 Watford Grammar School for Boys Watford 37 The Cherwell School Oxford

18 Salesian School Chertsey 38 Howard of Effingham School Effingham

19 Gordon’s School, Woking Woking 39 St Peter’s RC School, Guildford Guildford

20 Sandringham School St Albans 40 The St Marylebone C of E School London

Source: Sunday Times Schools Guide 2018 (Published November 2017)

 4 Hockerill Anglo-European College

Hockerill Life
At Hockerill we truly believe that happy children flourish and achieve their potential. We provide a safe and
caring environment where our students are guided, challenged and supported in preparation for a
successful transition into adult life.

Hockerill has an outstanding reputation for academic excellence and is one of the most
oversubscribed schools in the UK. But what makes us really different is our approach to
education and the experiences the students gain whilst they are here.

Student Voice
All students have a voice at Hockerill and our College Council meets regularly to
provide the perspective of the student body. The Council is made up of all year groups
and offers students the opportunity to have a real impact in the running of the
College. Equipe captains help run the tutor group’s events and activities in music,
drama and sport.

Not many teenagers Transition and Academic Monitoring

can write with first hand
experience about the squalor of
Mumbai’s Dharari slums or the cruelty
of war in Africa for their examinations,
but many of those at our International
Baccalaureate School of the Year can
do precisely that
opportunity for parents to be informed about their child’s progress. We also arrange an early
The Sunday Times
We try to get to know your child before the first day of their Year 7 schooling. Transition is pro-
actively managed and reciprocal visits are arranged. After studies commence, we monitor the
work and progress of each student very carefully and aim to keep parents fully informed of
progress.
Assessment is varied, on-going and multi-faceted. Feedback to the students is personalised
so that they know what they need to do to make progress. Parents are given a report on the
progress and achievements of their child that will highlight the next steps to secure further
progress in each subject. Annual Parent and Teacher Consultation evenings provide a further
meeting between parents of Year 7 students and their child’s Head of Year and Form Tutor
to ensure a smooth transition from primary school.

International and Bilingual Education

Hockerill is proud of its position as a member of the global community.
Our focus is strongly international – through our bilingual teaching
of humanities, our mix of students, our unique trips and exchanges
programme across four continents.

Year 7 students can spend time learning languages in France,

Switzerland and Germany on our introductory visits and this is
consolidated with exchange programmes which start as early as Year
8. An extended Spanish exchange allows a small group of students
to spend time living and going to school in Santiago. Year 9 and
10 students have the opportunity to study History and Geography in
French or German. In Year 10 students also have the unique and valuable
opportunity to participate in a week long work experience exchange, which
will take them to our longstanding partner schools in Liege for students
Internationalism studying French and Münster for students studying German.

adds to the vibe

and expands
everyone’s horizon .
Year 8 student
 Lower College Prospectus 5

Teaching
All students follow a broad and balanced programme of study which gives them the opportunity to develop their
abilities, skills and aptitudes to the fullest extent. A wide range of teaching and learning strategies ensures that
students are actively involved in the learning process. Teaching is high quality; students and parents say that
Hockerill teachers go the extra mile to help them.

Individual Pastoral Care

At Hockerill, pastoral care is based primarily upon a tutor system. Every student, whether day or boarding, is in
a tutor group and sees his or her tutor daily. Their relationship is vital and the keystone of effective tutoring; the
tutor really gets to know the student and supports them throughout their transition from primary school until
they leave us. Importantly, students support and look after one another and take responsibility for playing their
part and contributing to the College community.

Students spend 15 minutes each morning with their form tutor. This gives them time to go over
important notices, follow up on any issues and to cover the weekly form time topics.
These include discussion of a news article and the Thursday Thought. Students
attend regular assemblies throughout the year. These are presented by staff and
sometimes by students or visitors. They cover a wide range of themes and we firmly believe
help students develop into enquiring, knowledgeable, responsible, global
citizens as outlined in our mission statement. that the experiences
Students’ progress and well-being are continually monitored by
our children have gained
subject staff, their Form Tutor and the Head of Year. Students
receive regular mentoring from their tutor allowing early
couldn’t have better prepared
intervention where necessary if students are not reaching them for life at university and
their full potential. Parents are kept fully informed of their
child’s progress and can contact the College if they have the world beyond. They benefited
any concerns.
from leadership and sporting
Parental Voice
opportunities at school and abroad,
We rely on our close partnership with parents to maintain
the high standards and positive atmosphere exhibited work experience in both Belgium
by our students. As you would expect, we ask parents to
take an active role in the support of their child’s progress. and Germany, exchanges to France,
To this end we stress that parents are always welcome to
visit the College. German, Spain and Japan, music and
Parents feel really involved here and unlike many schools,
drama performances, participation
their involvement does not stop with dropping their children
off for school. Whether it be as members of Hockerill Parents and
in Model United Nations, strong
Friends (HPF), the parents’ reading group, as sports supporters or as
participants in the boarding forums, we encourage our parents to be
friendships, together with staff
‘Hockerill’ too. willing to go the extra mile.
Hockerill parent
We have a Home-School Agreement which the student, parents and College
sign. This outlines the commitment each will make to
ensure students make the optimal progress during their time at Hockerill.
6 Hockerill Anglo-European College

Co-Curricular
Complementing the academic life of the College is a wide programme of additional activities providing endless
opportunities. Whatever our students’ aptitudes, we support their ambitions enabling them to strive for
improvement, gain a work/life balance and ultimately taste success in whatever field they choose.

Students gain the confidence to express themselves from a very early age through an impressive and diverse
music programme, artistic and creative performances, sport and a vast array of clubs and activities beyond the
classroom.

Our students love their clubs and they have an unparalleled choice of activities. The co-curricular clubs
programme at Hockerill is a vibrant and vital part of College life. There is an emphasis on sporting and performing
arts clubs with many students involved in regular fixtures and musical performances. There are opportunities
such as the Combined Cadet Force, Duke of Edinburgh Award, Young Enterprise and Model United Nations and
participation is positively encouraged.

The true testament of what our school offers goes far beyond our outstanding exam results.
Just come and meet our students and see why – you’d be hard pressed to find a more
confident, outward-looking, resourceful and engaging group of young people.

Service and Action

We actively ensure that the mission of Hockerill College and the
ethos of the International Baccalaureate work in symbiosis to
ensure that we develop internationally minded young people who
help to create a better and more peaceful world. Within the IB
Programmes it is a requirement that students participate in
Service activities. We want these to be authentic opportunities
where students participate with a deep commitment and
prolonged involvement. We focus some of our Enrichment
Days towards achieving this and build links between lessons
and issues such as the environment, homelessness, and the
needs of different groups of people.
Students in all year groups are expected to participate in
service activities and will grow to understand the mutual
benefits of this involvement. In Year 9 students will participate in
the Community Project which focuses on developing awareness of
needs in various communities and addressing those needs through
action. In Years 7 and 8 the students work on smaller Service projects
that help them to develop the skills needed to take on the
Community Project in Year 9.
Service continues in the GCSE programme as
all students participate in a special CASE
programme as part of their studies. In the
Sixth Form, the students also complete a
project related to Creativity, Action and
Service (CAS) as part of their Diploma
Programme.
 Lower College Prospectus 7

Boarding at Hockerill
There are three types of boarder at Hockerill; Flexi, Weekly and Full.

Flexi boarders have an extended day starting with having breakfast with their boarding house, following the
usual College day, staying for after College clubs and activities, having their evening supper with their fellow
boarders and then staying for their evening supervised prep session. They may stay further to participate in
the Boarders’ Sport Sessions and/or to socialise with the other boarders and other boarding events as they
occur. Flexi boarders also have a commitment to staying overnight for a minimum of 7 nights throughout the
academic year arranged and agreed upon with their Head of House. They may of course stay for
additional nights subject to availability.

Weekly boarders reside at the College in their boarding house and return home
after the Saturday morning lessons for the weekend. They may return on the Sunday
evening or with prior arrangement with their Head of House return on the Monday
morning on the proviso that they are ready and organised for the start of the
next academic week ahead.

Full boarders reside at the College throughout the week and then engage
in the Boarders’ programme at the weekends. Full boarders may either return
home or they may be hosted by an approved guardian for the half term and
other College holidays. They have the option of staying at the College for the
exeat weekends if required.

For more information about Boarding fees and the Admissions Policy please see
pages 20 – 23.

One of my favourite things

about Hockerill is boarding. I
think it is great fun and I like
spending most of my time with
my best friends. It has been a
great opportunity to meet many
students from different cultures
Year 8 boarder
8 Hockerill Anglo-European College

The Middle Years Programme: An Introduction

The IB Middle Years Programme (MYP), for students aged 11 to 16, is designed as an inclusive, whole-school programme
by the International Baccalaureate (IB), a not-for-profit organisation supporting the education of more than 1 million
students every year in over 3,700 schools in around 150 countries.

Why the Middle Years Programme?

Parents who want the best possible education for their children choose the MYP because it includes:
• rigorous learning objectives
• a student-centred approach to teaching
• international perspectives
• development of the whole child
• sustained teaching and learning in more than
one language
• a focus on learning through inquiry
• the development of flexible thinking that
prepares students to evaluate information
critically and apply knowledge in
complex, unfamiliar situations.
The MYP teaches tools for lifelong learning
and fosters responsible attitudes that help
students discover how to use what they learn
to take principled action. The MYP’s focus on
independent learning makes it ideal preparation
for GCSE and the IB Diploma Programme (DP).

Distinctive features of the MYP

At the core of all IB Programmes is the Learner Profile,
ten attributes fostered in students that promote their global
development as responsible members of their local, national and
global communities. IB learners strive to be inquirers, knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

In the MYP, students study subjects from the 8 groups shown in the programme diagram. Distinctive features of the MYP
include:
• Global Contexts. These help frame learning and connect it to authentic world settings, events and circumstances.
When learning is meaningful and relevant, students are more likely to be engaged.
• C
 onceptual Understanding. Concept-based learning is about big transferable ideas. Learning based purely on
content just focuses on facts while concept focuses on making sense of those facts and the world around us.
Approaches to Learning. Through approaches to learning, students develop skills that have relevance across the
• 
curriculum that help them “learn how to learn”. Approaches to learning skills can be learned and taught, improved
with practice and developed incrementally. They provide a solid foundation for learning independently and with
others.
• S ervice and Action. These features of an IB education help students to learn by doing. Through their lessons and
the wider curriculum, they will become caring members of the community who act to make a positive difference to
the lives of others and to the environment.
• Interdisciplinary Teaching and Learning. We actively strive to make connections between subject groups in
the MYP. Interdisciplinary learning can take place between different subject groups, as well as between different
disciplines within a group. Our regular Enrichment Days also provide opportunities to develop interdisciplinary
understanding.
 Lower College Prospectus 9

Eng
l

is h
Critical
thinking
The MYP teaches us to analyse,
evaluate and create. Appreciating
language and literature allows us
Lifelong learners
to develop our understanding of
Students learn how to
ourselves and others, exploring
communicate effectively and
ideas, perspectives and
confidently and how to express
cultures.
themselves creatively. We
appreciate literature and realise
that reading is a pleasure for Developing
now and always. Students learn to:
• write imaginative, interesting
and thoughtful texts
• produce texts which are appropriate to
task, reader and purpose
Academic • construct paragraphs effectively
excellence • vary sentences for clarity, purpose
Write, talk and debate and effect
for a range of real • speak and write with fluency and
audiences. technical accuracy.

International-
mindedness
The study of literature also
develops personal, moral and
spiritual understanding. It deepens
our understanding of human
nature, values and community,
both locally and globally.
 10 Hockerill Anglo-European College

a tics
m Academic excellence
e
Knowledgeable Students learn how to interpret
Math

We study Mathematics for results, make conjectures and

its intrinsic beauty, to develop use mathematical reasoning when
skills in logical and sustained solving problems in College and
reasoning and as a tool for in real-life situations.
later life.

Developing
Communicate in Mathematics – to
use the language of Mathematics and its
different forms of representation.
Investigate patterns – through Mathematics
students experience mathematical discovery,
recognise patterns and structures, are able to
describe these as relationships or as general
rules, and explain their reasoning using
mathematical justifications and proofs.
Subjects are not
taught in isolation
In Year 7 students have
lessons for iSTEM, which
Life-long learners combine the skills and tools
Reflection in Mathematics from Science, Technology,
provides an opportunity for students Engineering, and
to reflect upon their processes and Mathematics.
evaluate the significance of their findings
in connection to real-life contexts.
Reflection allows students to become
aware of their strengths and the
challenges they face as learners.

Academic
excellence
MYP Science brings practical
and theoretical learning together, to
construct a picture of the world which
lets us predict how things will change.
Experiments are memorable and great fun,
and are a doorway to understanding
cause and effect, and the behaviour
of objects, materials and living
things.
MYP Lower College Prospectus 11
Science reminds
us constantly that
Sci
e
information depends on
understanding for its usefulness,
and that we must develop the
n ce
skills which allow us to
distinguish fact from
fiction.
Enquiring,
doing,
experiencing.
MYP Science teaches
students to analyse and evaluate
information and data, generate
novel ideas, evaluate
Global
explanations and consider
citizens
new perspectives.
Our stewardship of Planet
Earth, our use of energy and
resources,the ways in which
MYP Science science is used, for good and ill
is set in the context and the global cooperation and
of globally significant communication between
ideas and issues; it increases scientists are all central to
understanding of the the programme.
world in all its beautiful
MYP
complexity.
Science permeates
all the other subjects, and vice
versa; we learn our Science better if
we can understand its relevance to the
other things we are learning. Subjects are
not taught in isolation. Science has obvious
connections to Design, Technology and Maths,
but it also links strongly to Geography,
History, Literature, Language, PE, Art,
Music … everything, in fact! Do
MYP Science to find out
how.
Critical
thinking
Knowledgeable
Students work individually
Apply knowledge
and in teams. They think
and become a more
critically about their work and
versatile and better
have many opportunities to
problem solver.
evaluate their work and
the work of others.
 12 Hockerill Anglo-European College

n L a n g uag
ig
e

es
o dern For
M

Languages are not

taught in isolation
Learning languages allows
students to connect with the world
around them. Our bilingual programme
allows students to learn History
and Geography in either French
or German and is a fantastic
programme which is not offered
International-
by other schools.
mindedness
Competence in Languages
encourages viewing the world
through different languages and
helps students to critically appreciate
their own and others’ culture.
Knowledgeable Hockerill offers six foreign
Any language is a tool languages in Years 7 & 8. Academic
that allows students to access excellence
the world around them and Learn how to
enables them to gain a much better learn language using
understanding of their planet. communication, research,
Hockerill students become self-management, pair work,
fantastic linguists very Global group work and critical
quickly indeed. citizens thinking skills.
Languages are unique
looking glasses that give
authentic insights into other
cultures around the world,
their significant ideas
and issues.
 Lower College Prospectus 13

D e si g n
Subjects are not
taught in isolation T
In Design Technology students

ec
develop knowledge, understanding

h n olo gy
and skills from different disciplines to
design and create solutions. Design
Enquiring, doing,
Technology has obvious connections to
experiencing
Science and Maths, and forms part
Design Technology projects
of the College’s iSTEM offering.
are rooted in real life situations
and encourage students to be
creative, imaginative and
resourceful.
Critical
thinkers
In approaching any problem,
students will be taught to think
critically and creatively to reach a
Knowledgeable solution which is supported by adequate
Use practical work to solve and appropriate research and investigation.
problems and reach design The design technology process requires
solutions. Students will learn to students to think carefully about their
use a range of techniques and work and to evaluate the work
materials. of others in a considered
fashion.
Global
citizens
Any good Design
Technology solution is based on
an appreciation of global ideas and
issues. Appreciation of past, present and
emerging design within cultural, political,
social, historical and environmental
contexts lies at the core of the
approach to knowledge and
skill acquisition.

Developing
Students will be presented
with problems which they
have never before encountered,
and challenged to devise solutions
which make best use of the available
materials and tools. This individualistic
approach enables students to
discover and develop a range
of talents and skills.
 14 Hockerill Anglo-European College

d Societies
a n International
mindedness
Studying History, Geography
viduals

and RE will encourage students to

act as a responsible citizen of local and
global communities. They will increase
their understanding of the world by
exploring globally significant ideas and
issues, including the interdependence
d i

of environmental and human

n

systems.
I

Subjects are not taught

in isolation
Making connections: horrid histories,
gorgeous geography and different
religions. Topics include: ‘Threatened
Environments’, ‘The Geography of Conflict’,
‘ Life in Medieval Baghdad and London’,
‘World War Two and Anne Frank’, and
‘Is it ever right to fight? ‘ Global
citizens
Be aware of environmental
Enquiring issues and global challenges.
Our aim is to instil a Become internationally minded.
sense of awe and wonder Students will learn to critically
about the world around appreciate their own culture and
us to encourage the use of personal history, as well as the
enquiry skills that prepare values and traditions of
for future education and others.
employment.
Critical
thinkers
We want to develop the
students as critical thinkers and
enquirers, developing personal
questions and the ability to analyse
and evaluate issues, generate
novel ideas and consider
new perspectives.
 Lower College Prospectus 15

Crea
Enquiring,
doing,
experiencing
Every person has the ability to be
ti

ve
creative. The arts provide students
with the tools to write, create, paint,

A rts
play, structure and compose. Students are
encouraged to take creative risks and
explore ideas in the process and creation
of a product through conventional
and unconventional
approaches.
Talented
Students can make
informed decisions when creating
artwork. They gain experience and
develop the skill of presenting their
artwork to an audience. Students
will discover their personal artistic
signature and identity, as well
as critique the artwork of
themselves and others.

Life-long
learners
The Arts are a universal form
of human expression and a unique
way of knowing. Learning through
the arts helps us to explore, shape and
communicate our sense of identity
and individuality. The Music School
helps students to improve their
instrumental skills and has a
huge participation rate.

Global citizens
MYP Arts can develop
meaningful explorations of our
common humanity and shared
guardianship of the planet. The study
of arts across the world can include
exploration of themes such as ritual,
consumerism, media, imagery
and movement.
Developing
• Create and present art
• Develop skills specific to the
disciplines of drama, music
and the visual arts
• Engage in a process of creative exploration
and (self-)discovery
• Understand the relationship between art
and its contexts
• Respond to and reflect on the arts
• Love Art, Music, Drama and
Dance
 16 Hockerill Anglo-European College

a l t h E d uc a
H e t

io n
a l and

Developing
c

Students increase their

i

understanding of the importance

s

of a healthy lifestyle and how to

h y

achieve this. We aim to engender

P

happy, healthy and confident children

who continue to value participation
Promote life skills in physical activity during
Students learn to adulthood.
communicate effectively with
others. They develop teamwork and
sportsmanship, honesty and integrity,
the value of hard work and the
importance of being self-
motivated.

Overcome
challenges
Students are able to plan
and prepare for competition. The
range of extra-curricular activities is
vast and provides participants with the
chance to regularly represent their Equipe
and Hockerill in competitive fixtures in a
number of individual and team sports.
Students learn to be gracious
when winning and losing!
Improve
performance
Students become increasingly
effective performers through
excellent teaching in small groups.
Students learn new skills and are
able to reflect on their own
and others’ performances.

Enjoy being a
sportsperson
Students at Hockerill enjoy sport.
We provide opportunities for all to
participate and compete and our students
fully engage with this. We compete
against others schools, both locally and
further afield. Students are proud to
represent the College and teams
enjoy many successes.
 Lower College Prospectus 17
Life skills
Students will experience the
concepts of wellbeing, mindfulness
PSH
and resilience. PSHE themes move very
fast and we keep up with the ever-changing

E
challenges facing young people today to
support their spiritual, moral, cultural,
mental and physical development and
prepare them for the opportunities,
responsibilities and experiences
of life.

Global citizens
We take the wellbeing of
our students extremely seriously.
Preparation for life as a global Critical
citizen pervades everything we do thinking
and students have the opportunity In PSHE we explore the
to hear outside speakers and take differences between fact and opinion,
part in workshops throughout and the concept of trust. Students learn to
the year. think critically about the information they are
presented with and are encouraged to decipher
advertisement from propaganda and opportunity
from risk. In lessons key safeguarding
messages are explored about who and what
to trust online, at a time when young
people are learning to navigate an
increasingly online world.

Preparing for the world

of work
This unit covers aspects of careers,
health, personal safety, employment
opportunities, applying for jobs and personal
Developing finance. Preparation for working life takes on
healthy minds and a more practical element in which students
bodies learn skills such as how and where to find
Students will investigate the combination employment opportunities, how to apply
of factors that make up a healthy mental for jobs and courses, and how to
and spiritual attitude, and body. Eating well is prepare for an interview.
an essential part of being healthy, and can help
us perform well and feel our best. Challenging
mental health issues such as eating disorders,
self-harm and suicide will be addressed, and
students have the opportunity to discuss
topics important to them in a safe
environment.
18 Hockerill Anglo-European College

Looking Ahead: The International Baccalaureate Diploma

Programme
Having completed the MYP and GCSEs, our expectation is that
students will continue to study with us post-16.
The International Baccalaureate Diploma Programme
provides a challenging, broad and balanced curriculum
that equips students with the skills and attitudes needed
to make a positive contribution in our world. The Diploma
is an internationally accepted qualification for entry into
the workplace or higher education and is highly valued by
universities worldwide. The Diploma Programme ensures that
students have both breadth and depth of knowledge, enabling them
to flourish physically, intellectually, emotionally and ethically.

The subjects available at

Hockerill Anglo-European College
Group Group Name Subjects at HAEC

• English A Literature
• English A Language & Literature
• German A Literature
Studies in language
1 and literature
•
•
Italian A Literature
Spanish A Literature
• French A Language & Literature
• Self-taught

• German B
• Spanish B
• French B
• Italian B
Language
2 acquisition
•
•
Mandarin B (SL only)
Japanese B (SL only)
• Italian ab initio (SL only)
• Japanese ab initio (SL only)
• Spanish ab initio (SL only)
• Business Management
• Economics
Individuals
3 and societies
•
•
Geography
History
• Social & Cultural Anthropology
• Psychology
• Biology
• Chemistry
Experimental
4 sciences
•
•
Design Technology
Physics
• Sports, Health & Exercise Science
• Computer Science

Environmental Systems
3&4 and Societies
• Environmental Systems and Societies (SL only)

5 Mathematics
• Mathematics - Analysis and Approaches
• Mathematics - Applications and Interpretation

• Music
The Arts
6 and Electives
• Theatre
• Visual Arts
 Lower College Prospectus 19

University Destinations 2018

University of Birmingham Biological Sciences University of Sheffield Ecology and Conservation Biology
Business Management Biomedical Science
English University College London Anthropology
Human Neuroscience French and an Asian or African Language
Physiotherapy Social Sciences
University of Bristol Anthropology History, Politics and Economics
History University of Warwick History and Politics
University of Cambridge Economics Law and Business Studies
Geography Mathematics
Durham University Business and Management History
Combined Honours in Social Sciences Politics, Philosophy and Law
Modern European Languages and History Sociology and Global Sustainable Development
Modern European Languages and History University of York Nursing
Modern Languages and Cultures Bath Spa University Furniture and Product Design
Music Complutense University
Philosophy, Politics and Economics of Madrid
Goldsmiths, University Anthropology and Visual Practice
University of Edinburgh Social Anthropology of London
Social Anthropology Heidelberg University Physics
University of Exeter Anthropology Hogeschool Utrecht, Business Fast Track course
Business Economics Holland
Economics and Finance
Lancaster University Biological Sciences
English
Computer Science (with Industrial Experience)
Flexible Combined Honours
Mathematics
History with Study Abroad
Loughborough University International Business
International Relations
Sport and Exercise Psychology
Law
Nottingham Trent Product Design
Medical Sciences
University
Politics and International Relations Psychology
Politics, Philosophy and Economics Passau University, Germany Sports & English
Politics, Philosophy and Economics Passau University, Germany Law
Psychology Royal Holloway, University Liberal Arts
King’s College London International Development of London
Liberal Arts Royal Northern College Music
of Music Manchester
Medical Physiology
Tokyo University Liberal Arts
Religion, Philosopy & Ethics
Universita Statale di Milano Science
University of Leeds Arabic and Middle Eastern Studies
University of Bath Politics with Economics
Civil and Structural Engineering
University of Brighton Film and Screen Studies
Philosophy, Politics and Economics
International Tourism Management
University of Manchester Drama and English Literature
University of East Anglia Business Finance & Economics
Law with Politics
Psychology
Neuroscience
University of East London Biomedical Science
Science
University of Kent Psychology
World Literatures
University of Kent Philosophy
Newcastle University Biomedical Sciences (Integrated Masters)
University of Law Law
University of Nottingham American Studies and History
University of Surrey Electronic Engineering with Computer Systems
Computer Science with Artificial Intelligence
Music
Modern Languages with Business
University of Sussex Psychology
Politics & Americal Studies
University of the Arts Fine Art
Product Design and Manufacture
University of Oxford Philosophy, Politics and Economics
Queen Mary University Economics & Finance
of London Medicine
20 Hockerill Anglo-European College

Boarding Fees - Academic Year 2019/20

Hockerill’s boarding fees are explained in more detail
in the Boarding Terms & Conditions that are available
on request.
Fees can be paid annually, termly or on a month by
month basis:
Registration
A Reservation Fee of £2500 for Residential boarders and
£600 for Flexi boarders must be received after a student
has been accepted and before a place can be confirmed.
This Fee is held while the student remains at Hockerill
and will be refunded subject to boarding terms and
conditions when they leave Hockerill. However it will be
forfeit if they do not start at Hockerill.
A non-refundable one off administration fee of £800
for residential boarders (£500 for Flexi Boarders), must
be received at the start of August in the year of the
student’s admission. This covers the administration
work associated with boarding for the whole period
that the student remains at Hockerill.
Payment Methods
Hockerill accepts Visa and Mastercard debit and credit
cards for payment of registration fees and deposits.
In addition, we also accept registration and deposit
payment by cash, cheque and direct bank transfer.
For further information and/or to arrange any other
method of payment, please contact the College’s
Admissions office.
Boarding fees
Payment of boarding fees can be made by any of the
following methods:
- Sterling cheque drawn on a UK bank account
- Sterling cheque drawn on a foreign bank account
- Direct payment in sterling (i.e. BACS, wire transfer,
etc)
- Any of the debit or credit cards shown above
- Direct payments in euros (to our euro account at a
1.3 exchange rate)
Please note that bank charges charged to the College
as a result of any bank transfers will be re-charged to
your child’s College account and further payment will
be required to settle such charges.
For more information, or to arrange any other method
of payment please
Email finance@hockerill.com
or Telephone +44 (0) 1279 713959

Boarding Fees Years 7-11 Sixth Form

Full Boarder £13,833 per year £17,340 per year

Weekly Boarder £12,816 per year £16,290 per year

Flexi Boarder £7,464 per year £7,464 per year


Admissions Policy for Entry to Year 7 in September 2019
ADMISSION NUMBERS
The Admission Numbers for Year 7 are as follows:
Year of Entry Day Board Total
7 68 52 120
We received significantly more applications for September 2018 entry
than the 120 places published.
OVERVIEW
Hockerill Anglo-European College is a co-educational state day and
boarding school with academy status. It has a significant proportion of
boarding students and is, therefore, essentially organised and staffed as
a boarding school: but within this boarding structural framework, it also
serves as a centre of educational excellence for the local community.
It attaches great importance to the international dimension of the
College community and the curriculum as well as to its status as a
high performing school specialising in languages and music. It intends
to remain relatively small and to continue to develop a challenging
academic curriculum. In the Lower College this is modelled on the
International Baccalaureate (IB) Middle Years Programme and within
the Sixth Form the College offers only the academically demanding IB
Diploma Programme.
The Governors would like to encourage applications from parents who
will actively support the College’s traditional values on behaviour, dress
and prep and whose children will make the most positive contribution to
the College’s strong sense of community, its outstanding range of extra-
curricular opportunities (including sport, music and drama) and its unique
international ethos.
If there are more applications than places available, then places will
be allocated by applying the criteria under “Oversubscription Criteria”
below, for day places or boarding places as the case may be.
Application Procedure
DAY PLACES
The day student admissions procedure is set within the nationally
co-ordinated arrangements. A Secondary Transfer Form (STF) must be
submitted by Hertfordshire residents to the Local Authority by 31 October
2018. Residents outside Hertfordshire should comply with their own local
authority’s arrangements where necessary.
Parents/Carers should also complete the College’s Day Supplementary
Information Form (SIF) and return it to the College by 31 October 2018. If
a Supplementary Information Form is not completed the governing body
will apply their admission arrangements using the information submitted
on the Secondary Transfer Form only, which may result in your application
being given a lower priority.
OVERSUBSCRIPTION CRITERIA
If there are more applications for day places than there are day places
available, then places will be allocated by applying the following criteria
in the order set out below:
1. C
 hildren who are looked after by a Local Authority in England and
Wales, in accordance with Section 22 of the Children Act 1989 and
children who were looked after and ceased to be so because they
were adopted, or became subject to a child arrangement order or
special guardianship order.
2. C
 hildren who have a sibling as a day student at the College at
the time of application unless the sibling is in the last year of the
normal age range of the school, [Year 13] or the sibling has already
indicated that he or she will not be attending the school at the date
of admission. A sibling means the sister, brother, half brother or sister,
or foster sibling, or child of the parent /carer permanently living at the
Lower College Prospectus 21
same address as that brother or sister.
3. C hildren who are successful in gaining one of the places available
to those who demonstrate the greatest aptitude for modern foreign
languages and/or music. 12 places may be allocated in this way. 7
of these places will be based solely on aptitude for languages, 3 will
be based solely on aptitude for music and 2 on a combination of
both languages and music. Please see the Aptitude Tests description
overleaf.
4. C hildren of staff directly employed by the school in either or both of
the following circumstances:
• where the member of staff has been employed for two or more years
at the time at which the application for admission to the school is
made, and/or
• the member of staff is permanently employed to fill a vacant post for
which there is a demonstrable skill shortage, where the child would
require the place at the time of the member of staff taking up the
post. Children of staff are those where the staff member is the child’s
parent by blood or adoption, or the member of staff has legal parental
responsibility for the child. The child must have lived at the same
address as the parent employed by the school for at least one year at
the time of application.
5. Any further places will be allocated in the following manner:
• Up to 33% of these places will be allocated to pupils attending the
following schools: All Saints, St.Joseph’s, Summercroft, Thorn Grove,
Windhill21.
• Up to 33% of these places will be allocated to pupils attending
the following schools: Hillmead, Manor Fields, Richard Whittington,
Northgate, St.Michael’s, Thorley Hill.
• Up to 33% of these places will be allocated to pupils attending other
schools.
In the case of oversubscription within any criterion, priority will be
given to children who live nearest to the College measured by using the
Hertfordshire Local Authority’s computerised mapping system.
Distance Measurements
Distances are measured using the computerised mapping system to two
decimal places. The measurement is taken from the address point of your
child’s house to the address point of the school. Address point data is a
nationally recognised method of identifying individual residences (see
clarification below).
This is an objective method of measuring home to school distances
consistently when applying admission rules. It does not take into account
the actual or expected route a child will travel to school. When there is a
need for a tie breaker where two different addresses measure the same
distance from a school, in the case of a block of flats for example, the
lower door number will be deemed nearest as logically this will be on the
ground floor and therefore closer. If there are two identical distances of
separate applicants, the tie break will be random.
Clarification of Address Point data The address point coordinates
used for admissions purposes are those found in the Ordnance Survey
AddressBase Premium data and these are assigned by the Local Land
and Property Custodian who compiled the relevant Local Land and
Property Gazetteer (in this case East Hertfordshire). Hertfordshire County
Council do not modify the coordinates.
AddressBase Premium data is a nationally recognised method of
identifying the location of addresses. If a point falls within the building
footprint it is considered to meet the Ordnance Survey AddressBase
product specification regardless of whether it is at the centroid or not.
The dataset includes information from the National Land and Property
Gazetteer (NLPG), Royal Mail Postal Address File (PAF) and Ordnance
Survey MasterMap; and provides the most comprehensive view of
addresses and properties at all stages of a property and address lifecycle
- from planning permission to historic addresses.
22 Hockerill Anglo-European College
Statement of Special Educational Needs / Educational Health
and Care Plan
In considering applications for admissions the College, in common with
all other schools, is required to admit any child with a statement of
special educational needs that names the College. The College will also
admit a child with an Education Health & Care Plan that names the
College.
Multiple Births
At secondary transfer, the twin or multiple birth sibling of any child
allocated a place will be admitted.
Aptitude Tests
Parents who wish their children to take the Aptitude Tests must submit
the Test Application Form by 1 October 2018. Parents will be notified
of the results of the tests before the Local Authority closing date for the
return of their application form. If, on receiving these results, parents
decide they wish to apply to the College they must list it as one of their
preferences on their home Local Authority Application Form. Parents
should be aware the results of the tests do not guarantee a place at the
school.
The Aptitude Tests will take place at the College on 6 October 2018. The
language and music aptitude tests do not assess a child’s current abilities
but rather their propensity to acquire competence in these areas in the
future. They seek to determine a child’s aptitude towards developing
these skills. In languages they seek to determine the propensity for
sound-symbol association, sensitivity to grammatical structure, aptitude
to hear speech sounds as well as for auditory comprehension. In music
they seek to determine aptitude for identifying and developing the
essential elements of music, pitch, rhythm and musical sensitivity.
The Aptitude Tests are open to all applicants. Applicants may sit either or
both tests.
NOTES FOR DAY APPLICANTS
1. P arents/carers should note that the College have a timetable that
operates from Monday – Saturday, with lessons finishing at 12.15pm
on Saturdays.
2. Those wishing to apply for a day place may also apply for a boarding
place providing these are listed as separate choices on the application
to the local authority. Applications for each are treated separately and,
therefore, the oversubscription criteria for day would be applied to the
day application and the oversubscription criteria for boarding would
be applied to the boarding application.
3. D ecisions on allocation of places will be communicated in line with
the nationally co-ordinated process on 01 March 2019.
4. P arents/carers will be asked to confirm acceptance of any day
place offered and lack of confirmation of acceptance may lead to
withdrawal of an offer of such a place.
5. In the event that a child is not allocated a place at the College
Parents/carers can request a place on the continuing interest list
within the timescale specified by the relevant Local Authority. It is the
responsibility of the parents/carers to contact the school to state their
continued interest at the start of each academic year. Parents/carers
also have the right to appeal to an Independent Appeal Panel: details
may be obtained by contacting the Registrar at the College.
Additional Statutory Information:
A number of Hockerill’s key policies are available on the website www.
hockerill.com
The governors’ policy on special educational needs is available upon
request.
BOARDING PLACES
Application Procedure There are three different types of boarding at the
College. Full Boarding, Weekly Boarding and Flexi Boarding. A more
detailed description of these can be found on the College website. The
College is a state boarding school and the Governors are committed to
providing an education which combines the best aspects of boarding
school life with the benefits of strong links internationally. In order to
be eligible for admission to the College, prospective students (or their
parents/carers) must have full UK citizenship or citizenship of another
member state of the European Union or European Economic Area or
Switzerland or have other legitimate residential status within the UK
which confers the right to education at public expense. The College may
require proof of eligibility before processing an application.
The boarding student admissions procedure is set within the nationally
co-ordinated arrangements. A Secondary Transfer Form (STF) must be
submitted by Hertfordshire residents to the Local Authority by the closing
date. Residents outside Hertfordshire should comply with their own local
authority’s arrangements where necessary. Applicants living overseas
should apply directly to the College.
Parents/carers should also complete the College’s Boarding
Supplementary Information Form and return it to the College by the
closing date for application. If a Supplementary Information Form is not
completed the governing body will apply their admission arrangements
using the information submitted on the information provided to us by the
relevant local authority only, which may result in your application being
given a lower priority. Parents/carers of prospective applicants should
also read carefully: Notes 1 and 2 “Conditions applying to all applicants
for boarding admission” and “Suitability for Boarding”
OVERSUBSCRIPTION CRITERIA
Once a candidate has been established as suitable for boarding, and if
there are more applications than places available, places will be allocated
using the following criteria in the order set out below:
The following criteria apply in the event of oversubscription for boarding
places.
1. C hildren who are looked after by a Local Authority in England and
Wales, in accordance with Section 22 of the Children Act 1989 and
children who were look after and ceased to be so because they were
adopted, or became subject to a child arrangement order or special
guardianship order.
2. C hildren of members of the UK Armed Forces who qualify for Ministry
of Defence financial assistance with the cost of boarding school fees.
3. C andidates who have satisfied the Governing Body that they have
a significant degree of boarding need (see below). Evidence which
clearly demonstrates why there is a compelling case for boarding need
to support the case for admissions must accompany the application
and will be treated in the strictest confidence. For example; a letter
from an appropriate professional.
4. C hildren who have a sibling as a boarding student at the College
at the time of application unless the sibling is in the last year of the
normal age range of the school, [Year 13] or the sibling has already
indicated that he or she will not be attending the school at the date
of admission. A sibling means the sister, brother, half brother or sister,
or foster sibling, or child of the parent /carer permanently living at the
same address as that brother or sister.
5. S hould any places remain after applying the above criteria the
Governors will use a random allocation system.
Boarding Need
This category includes but is not limited to children of Crown Servants
serving abroad; children at risk or with an unstable home environment;
children whose parent/s spend much of the year abroad for work
purposes; children whose parent/s is/are temporarily or permanently
resident abroad; children who will be subject to a high degree of mobility
over the next 7 years; children whose parents’ work pattern compromises
their effective care outside the normal day school hours.
The Governors’ Admissions Panel (the Panel) consider all applications
that make a case for boarding need very carefully. The Panel consists of
the Principal and two other governors. In reviewing each application the
Panel considers all the submitted evidence on a case by case basis and
uses their experience to rank the boarding need of each applicant based

on the strength of the case. Places are then offered to those ranked
highest.
NOTES FOR BOARDING APPLICANTS
Conditions applying to all applicants for boarding admission
a) Applicants for a boarding place at Hockerill Anglo-European College
must have full UK citizenship or citizenship of another member state
of the European Union or European Economic Area or Switzerland or
have other legitimate residential status within the UK which confers
the right to education at public expense. The College may require
proof of eligibility before processing an application.
b) All applicants must attend for an interview to establish suitability
for boarding as stated in the Admissions Code published by the
Department for Education (DfE).
c) Applicants whose parents do not normally live in the UK or who travel
frequently away from home may be required to identify an adult
guardian who resides within reach of the College.
d) All applicants for boarding places may be asked to verify ability to pay
the boarding fees and expenses incurred at the College and to pay a
deposit as acceptance of the place on receipt of an offer.
e) Those wishing to apply for a day place may also apply for a boarding
place providing these are listed as separate choices on the application
to the local authority. Applications for each are treated separately and,
therefore, the oversubscription criteria for day would be applied to the
day application and the oversubscription criteria for boarding would
be applied to the boarding application.
Suitability for Boarding
The College has a legal duty to safeguard and promote the welfare of
its boarders. The College takes the duty seriously and ensures that all
reasonable steps are taken to discharge this duty.
Candidates for boarding places are assessed to determine their suitability
for boarding in the Michaelmas term and prior to the application of the
oversubscription criteria. This is to determine whether a candidate would
if admitted present a serious health and safety hazard to other boarders
and whether a candidate would be able to cope and benefit from a
boarding place. This assessment includes the following:
a) An interview or interviews, which includes the opportunity for each
child to be present without their parents/carers.
b) Information from the candidate’s present school and/or a previous
school where the candidate is not currently at school or has recently
changed school.
c) Consideration of any other information that the parent/carer of the
candidate may wish to provide to support the candidate’s application
or which may be provided at the request of the parent/carer by
another person d) Information provided by a Local Authority (or
equivalent authority outside England and Wales) where relevant.
In determining whether or not a candidate is suitable to board, Hockerill
Anglo-European College has regard to the following questions: Does
the candidate wish to board? Does the candidate have experience of
staying away from their parents/carers whether or not they are currently
a boarder? Does the candidate show evidence of self-reliance and
independence? Does the candidate show evidence of understanding
and relishing the challenges of a communal life? Does the candidate
show understanding of the responsibilities of being a member of a
boarding community? Is there any medical or psychological reason why
boarding would not be appropriate, or any need that could not be met
by reasonable adjustment to the boarding accommodation, routine and
practice?
Decisions will be communicated in line with the nationally co-ordinated
process on 01 March 2019. Parents/ carers will be asked to confirm
acceptance of any boarding place offered and lack of confirmation of
acceptance may lead to withdrawal of an offer of such a place
Applicants not allocated a place at Hockerill Anglo-European College
can request a place on the continuing interest list within the timescale
specified by the relevant Local Authority. It is the responsibility of the
Lower College Prospectus 23
parents to contact the school to state their continued interest at the start
of each academic year.
Unsuccessful applicants also have the right to appeal to an Independent
Appeal Panel, and details may be obtained by contacting the Registrar
at the College.
A boarding place is distinguished by statute from a day place and a place
accepted as a boarding place may not subsequently be converted to a
day place. However after Year 11 a boarding place may be relinquished
and a subsequent application made for a Year 12 day place.
IN YEAR ADMISSIONS
When applications are received by the College for admission, other than
for the start of Year 7, any available places will be allocated using the
criteria in place at the time of application.
For day places the College will remain part of Hertfordshire County
Council’s coordinated In Year admissions scheme. In Year applications
should be made online at www.hertfordshire.gov.uk/admissions as well
as completing the College’s Day Supplementary Information Form. A
paper application form can be requested from the Customer Services
Centre Telephone 0300 123 4043.
For boarding places the College accepts In Year places direct. Please
complete the Boarding Supplementary Information Form. The College
maintains boarding continuing lists for all year groups for the In year
application process.
Children who are the subject of a direction under an In-Year Fair Access
Protocol will take precedence over others on the Continuing Interest List.
Parents/Carers have the right to appeal to an Independent Appeals Panel.
Details may be obtained by contacting the Registrar at the College.
Safeguarding
Hockerill Anglo-European College is committed to safeguarding and
promoting the welfare of children and expects all staff and volunteers to
share this commitment.
We have a number of policies and procedures in place that contribute to
our safeguarding commitments, including our Child Protection Policy which
can be viewed in the Policies section of our website.
Sometimes we may need to share information and work in partnership
with other agencies when there are concerns about a child’s welfare. We
will ensure that our concerns about our students are discussed with their
parents first unless we have reason to believe that such a move would be
contrary to the child’s welfare.
We actively support the Government’s Prevent Agenda to counter radicalism
and extremism.
Our Designated Safeguarding lead is Alasdair Mackenzie (Vice Principal).
Our Deputy Designated Safeguarding Lead is Lucy Tinnirello (Head of
Student Health and Wellbeing).
 24 Hockerill Anglo-European College

Physical Education
Science (Double 1)

Science (Double 2)
English Literature
English Language

Religious Studies

Food & Nutrition

Art & Design
GCSE

Computing
Geography
Chemistry
Subject

German

Spanish
Biology

Physics

History
French

Drama
Maths

Music
Results No. of
117 116 116 35 35 35 82 82 80 49 49 54 66 27 24 17 28 5 14 7
Entries

2018 9 12 15 8 18 15 15 9 6 13 8 11 6 16 4 2 1 2

8 20 18 19 10 10 13 14 9 9 9 5 7 20 10 2 2 6 1 4 1

7 26 27 26 5 7 6 12 15 15 7 10 10 5 3 3 3 6 2 2

6 22 18 18 2 2 16 12 8 7 6 14 11 8 5 3 6 1 5 2

5 18 22 19 1 20 21 21 8 7 7 8 1 3 2 2 2 1 2

4 15 11 15 1 6 9 8 3 4 4 3 4 4 4 1

9-7% 49.6 51.7 45.7 94.3 91.4 97.1 42.7 36.6 47.5 59.2 55.1 42.6 62.1 63.0 20.8 41.2 46.4 20.0 57.1 42.9

9-5% 83.8 86.2 77.6 100.0 97.1 100.0 86.6 76.8 82.5 79.6 79.6 81.5 90.9 96.3 54.2 70.6 75.0 80.0 100.0 100.0

9-4% 96.6 95.7 90.5 100.0 100.0 100.0 93.9 87.8 93.8 95.9 89.8 88.9 95.5 96.3 70.8 94.1 89.3 100.0 100.0 100.0

National

9-7% 17.6 20.0 20.0 42.5 43.6 42.7 7.4 7.4 22.9 22.5 26.3 23.9 24.7 29.9 22.8 20.9 23.8 16.5 31.1 20.0

9-5% 53.4 56.2 50.4 79.7 78.0 78.8 33.3 33.3 53.6 57.3 54.9 51.7 51.9 60.4 58.5 47.6 60.0 46.4 62.4 55.3

9-4% 70.7 73.5 70.9 90.3 90.3 90.2 54.8 54.8 69.5 74.8 69.8 64.6 63.9 71.9 75.1 61.6 74.3 62.5 74.8 70.3

Reformed GCSEs above

Business Studies

D&T: Electronic

D&T: Resistant
Russian 2016

D&T: Graphic
Portuguese

Economics
Mandarin

Materials
Japanese

Products

Products

Hockerill
Subject

Italian

Latin

No. of
Entries
23 7 18 1 2 1 19 6 6 20 7 Anglo-European
A* 5 1 5 1 1 1 1 1 1 2
College achieves an
A 6 2 2 1 2 1 2 7 4

B 7 2 5 4 2 1 5 astonishing performance
C 3 2 4 10 2 1 5
in this year’s State
A*- A% 47.8 42.9 38.9 100.0 100.0 100.0 15.8 16.7 50.0 40.0 85.7 School rankings
A*- C% 91.3 100.0 88.9 100.0 100.0 100.0 89.5 83.3 83.3 90.0 85.7 Alasdair McCall, Editor,
National Sunday Times Parent Power 2018
A*- A%

IBDP A*- A%

*Awaiting national figures for Non-reformed GCSEs

Results
2018
Social & Cultural Anthropology

Business & Management

Sports & Health Science
Design & Technology

German A Literature
Spanish A Literature

English A Lang & Lit

English A Literature
French A Lang & Lit
Italian A Literature
Mandarin Ab Initio

Japanese Ab Initio
Computer Science

Spanish Ab Initio

Italian Ab Initio
Maths Studies

Further Maths
Theatre Arts

Mandarin B
Psychology

Japanese B
Geography

Economics
Chemistry

German B
Spanish B

French B
Italian B
Biology
Subject

Physics

History
Maths
Music

Art

%6+ (HL) 80 71 75 n/a 100 43 40 100 25 56 23 40 60 4 64 92 64 38 n/a n/a n/a n/a n/a n/a 90 50 67 58 33 50 67 n/a 48 77

%6+ (SL) 100 33 n/a 59 n/a 47 33 33 n/a 20 33 61 50 40 100 100 40 60 50 100 20 n/a 100 67 75 33 67 59 100 67 50 33 78 49

n/a denotes – no students studied the subject at this level or extremely small cohort so statistically not significant
 Hockerill Anglo-European College
Dunmow Road, Bishop’s Stortford, Hertfordshire CM23 5HX
Telephone: +44 (0) 1279 658451 Facsimilie: +44 (0) 1279 755918
E-mail: admin@hockerill.com Web: www.hockerill.com
H3494.lowercollegeprospectus18