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For a fuller account of Aristotle’s achievements in logic, see the entry on .

with things said ‘without combination’:

Pupils are introduced to both Latin and Greek and develop their understanding of the grammar and syntax of both languages. This linguistic challenge greatly improves their analytical and problem solving skills. Alongside this, they explore the worlds of Greek myth, Pompeii, Roman Bath and Alexandria, in order to go beyond the language and understand the people who spoke it. The subject is widely accessible and broadens the girls’ knowledge of history, philosophy and art.

By contrast, when synonymy fails we have homonymy. According toAristotle:

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In UIII pupils consolidate their Mathematics knowledge and begin to explore new topics such as algebra which will take them up to IGCSE. Initially, girls are taught in mixed ability classes allowing them to settle in, before they are separated into divisions according to ability. This allows us to direct the most appropriate type and level of support to each individual. The first year of teaching culminates with an individual statistics project where girls construct and complete a survey on the ‘Typical Wycombe Abbey Girl’. By the end of UIV girls will have all the skills necessary to succeed not only in Mathematics, but in all of the many subjects that demand a good level of mathematical ability.

For more information on the full range of extra-curricular opportunities available, please click .

For this reason, Aristotle’s method of beginning with theendoxa is more than a pious platitude to the effect that itbehooves us to mind our superiors. He does think this, as far asit goes, but he also maintains, more instructively, that we can be ledastray by the terms within which philosophical problems are bequeathedto us. Very often, the puzzles confronting us were given crispformulations by earlier thinkers and we find them puzzling preciselyfor that reason. Equally often, however, if we reflect upon theterms within which the puzzles are cast, we find a way forward; when aformulation of a puzzle betrays an untenable structuring assumption, asolution naturally commends itself. This is why in more abstractdomains of inquiry we are likely to find ourselves seeking guidancefrom our predecessors even as we call into question theirways of articulating the problems we are confronting.

For exams in 2019 and beyond, we will use the new IGCSE syllabus found .

For more on the four causes in general, see the entry on .

Trips also take place every year to the Imperial War Museum, Warwick Castle and sites of historical interest such as the First World War battlefields and memorials in Belgium and France.

Miss Louise Peden BSc (Head of Department)Mrs Alison Kiln MA, MBA

Pupils learn about medieval China and medieval Britain, the European Renaissance and Reformation, Tudor/Stuart Britain, the British Empire, slavery, Industrial Revolution, suffrage reform and the First World War.

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The Department organises a comprehensive selection of events including ‘University Challenge’ and even a cookery competition named the ‘Great Historical Bake Off’. Previous speakers have included the renowned historian Andrew Roberts. Relationships with other schools are built with events such as the Junior Schools History Competition.

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Courses balance enquiry driven learning about important periods and events with developing a sense of chronology and an understanding of British history.

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Further, in Metaphysics vii 17 Aristotle offers a suggestiveargument to the effect that matter alone cannot be substance. Let thevarious bits of matter belonging to Socrates be labeled as a,b, c, …, n. Consistent with thenon-existence of Socrates is the existenceof a, b, c, …, n, sincethese elements exist when they are spread from here to Alpha Centauri,but if that happens, of course, Socrates no longer exists. Heading in theother direction, Socrates can exist without just these elements, sincehe may exist when some one of a, b, c,…, n is replaced or goes out of existence. So, inaddition to his material elements, insists Aristotle, Socrates is alsosomething else, something more (heteron ti; Met.1041b19–20). This something more is form, which is ‘notan element…but a primary cause of a thing’s being what itis’ (Met. 1041b28–30). The cause of a thing’s beingthe actual thing it is, as we have seen, is form. Hence, concludesAristotle, as the source of being and unity, form is substance.