Over the past two years we have been developing a partnership with the Jesuit Institute. We believe that the long tradition within the Jesuit school system provides both an excellent spiritual and educational foundation for the way we educate our pupils. At the core of this is the belief that we are creating 'men and women for others', and as such we look to develop the attributes in the pupil profile (shown opposite).


We look to develop our pupils through:


  • Intellectual Formation - Developing our pupils academically and intellectually

  • Magis Curriculum - Giving our pupils wider experiences through which they can learn

  • Religious Formation - Developing our pupils morally and spiritually

  • Pastoral Care - Ensuring our pupils are nurtured and cared for by going the extra mile for them

  • Perspective and Horizons - Encouraging our pupils to develop a wider perspective of the world


The paradigm through which we learn at Cardinal Griffin is:

  • Experience - Allowing pupils to share experiences through which they can learn both within and outside of the classroom

  • Reflection - Giving time and teaching pupils to reflect on those experiences improving knowledge and understanding

  • Action - Giving pupils opportunities to apply what they have learnt, to act


  • We start all our learning with the initials 'AmDg' or 'Ad majorem Dei gloriam' - To the greater glory of God, recognising that in all our work we are striving for our best. We finish our work with 'LDS' or 'Laus Deo Semper' - Praise God always, recognising all our work is a celebration of our God given talents and abilities.


    The way we organise our College also reflects the Jesuit education system. The Ancient Greeks, led by the philosopher Socrates, developed a system of literary education which involved advancement through stages of learning. They believed that students started by learning the Rudiments of language. Once they had mastered this, they moved onto forming the Figures or letters to enable them to begin to write. Having acquired the skills of letter formation, they moved onto sentence structure in Lower Grammar and subsequently developed their skills into those in Upper Grammar. Having acquired grammatical skills, they began to study the Syntax of language.


    At this point, the Greeks moved from the acquisition of skills, to the application of those skills in Poetry/ The highest point of literate education in Ancient Greece was Rhetoric, or the ability to use language to persuade and influecne.


    The use of numbers for Year Groups has always been arbitary, and doesn't really tie in the progression through College by Chronological age with the simultaneous learning journey which pupils make. By adopting this model, we sent the message to our pupils that as they progress through the College, they continually master new skills and increase their level of education. Mastery learning is an important concept for us.


    This links with the Jesuit system of education, which has long been renowned as one of the most effective education systems in the world. The Jesuits published their Blue Print for eudcation in 1599, based upon the Socratic framework of Rudiments, Figures, Lower Grammar, Upper Grammar, Syntax, Poetry and Rhetoric.


    Our Year Groups are Rudiments (Year 7); Figures (Year 8); Lower Grammar (Year 9); Upper Grammar (Year 10); Syntax (Year 11); Poetry (Year 12); and Rhetoric (Year 13).