GTS G&T Banding


Our Ethos


At GTS our ethos is to ensure that all pupils are able to make outstanding progress in their learning and personal development in their 5 years with us. We will look at each cohort as they join GTS and evaluate the best learning pathway for all the pupils.

The Structure


Each year group is split into two equal ability halves: the equivalent to 2 smaller schools. One is called G (Great) the other T (Torrington). Within these G&T halves the bands are split into 3 & 4 teaching groups, depending on the size of the year group.

In Year 11 pupils are taught core subjects (English, Maths, Science), in set groups. Labelled 1-7 in English and 1-4 in Maths and Science. All options are taught mixed ability based upon the pupils subject choices.

In Year 8 & 9 pupils are taught core and EBacc subjects (English, Maths, Science, MFL, Humanities) in set groups (labelled as group 1, 2, 3 & 4). This allows the teachers to ensure that the pupils are working at a pace that best suits their learning needs in that subject, receiving support or extension when necessary. The progress groups are typically small, comprising of up to 20 pupils and frequently have Teaching Assistant support.

The remaining (foundation) subjects are taught in mixed ability groupings, reflecting the option groups in Years 10 &11. 

In Year 7 these pathways only apply to Maths and MFL.


The Rationale


This structure enables more pupils to work in accelerated groups and thus to have access to curriculum opportunities such as GCSE in the individual sciences (Biology, Chemistry & Physics) and to study for GCSE Statistics within their maths lessons.

This structure allows GTS to have more flexibility in grouping pupils in terms of their social and pastoral needs. We are able to transfer pupils from one year half to the other, without affecting their academic needs, if they are struggling with their peer relationships. It reduces the amount of time that pupils spend with one group of the same students; thus meeting their wider social needs.

All pupils develop at a different pace. This structure allows pupils to move more fluidly between the learning pathways within a year half and within specific subjects. They can be in a core group for maths and an accelerated group in English and a progress group in Science…each group meeting their specific learning needs.