People who are conscientious, displaying traits like self-discipline, efficiency and organisation, are 20% more likely to secure a top paying job. Sutton Trust, 2016

Intelligence plus character – that is the goal of a true education. The complete education gives one not only the power of concentration, but worthy objectives upon which to concentrate. Martin Luther King Jr, ‘The Purpose of Education’.


Education in good character at AGFS has three functions:

  1. To provide scholars with the training and exposure to six precise personal dispositions (underpinned by the school’s values) required to become successful and fully involved citizens (Ambition: organisation, goal orientated, Growth: self-belief, resilience, Fellowship: kindness and awareness, Scholarship: independence and proactivity). 
  2. To expose scholars to important contributions in the development of Western liberal discourse so that they are on the same intellectual plane as those in private or selective education. 
  3. To provide scholars with the opportunity to reflect on their own character and to consider how their outlook is developing as they mature.   



1. Mastery approach

  • Each value has 2 dispositions associated with it and this is repeated throughout the year so it is visited four times, creating a mastery approach

2. Each disposition has a ‘I’ statement. these ‘I’ statements are further broken down to statements per year

3. Line up, family dining, tutor time: readings, reflections and checking for understanding activities

  • Student leaders and senior staff lead an act of collective reflection each morning during line up. Scholars are told about the week’s value and disposition focus; they hear the prepared reading and then have a moment to reflect on the week’s guided reflection questions. (To review the character education programme information click here for Autumn Term 1 and here for Autumn Term 2). Student leaders practice in advance to ensure the readings are read with conviction. 
  • During  family dining, scholars are reminded of the reading and will discuss a topic related to topical themes in society. Family dining will be led by senior leadership and/or a head of year
  • Tutor time is split between two ambition sessions; one on careers and another on reflecting on data and two fellowship sessions; one on RSE sessions and one on student voice

4. School assembly programme

  • Each assembly is linked to the week’s value and disposition. Assemblies draw on and elaborate the disposition and RSE criteria

5. Parent bulletin 

  • Each parent bulletin includes information about what scholars have heard at line up and the week’s guided reflection questions. Parents are encouraged to continue the reflection at home. 

6. Drop Down Days and educational visits

  • Drop down day activities and educational visits are linked to statutory PSHE/ SRE topics, along with opportunities to experience the world outside the classroom. (To review the Drop Down Day provision, click here)

7. Enrichment (KS3 Only)

  • Scholars have the opportunity to participate in non-curricular based activities. All activities linked to school values and the development of character. (To review the extracurricular clubs launch letter, click here.)


Autumn 2021 Extracurricular Clubs List


8. Scholar Leadership Programme

  • Scholars have the opportunity to become school leaders and prefects. They receive leadership training and are given the opportunities for public speaking, representation and leading younger scholars 

9. Careers Education

  • Scholars receive targeted, guided careers education, along with the opportunity to engage with professionals from a range of fields and to complete a period of work experience. Careers and scholar aspirations are tracked biannually (See CEIAG journey here)