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The Magazine for Brooke Weston Trust Governors NEWS
ISSUE GOVERNOR3 The Magazine for Brooke Weston Trust GOVERNORs NEWS Dr Andrew Campbell Developments to the way the Trust will be working with its Local Governing Bodies Changes are being introduced to enhance the way our LGBs operate and are supported. Following suggestions from chairs of governors, governors and a review by the Trust a new series of measures have been put in place to ensure that our LGBs are fully supported and work at their best. The changes are: ❚ The clerking system will now be ❚ A regular forum is to be created for Vice ❝ Dear Governor, centralised so that the Trust provides Chairs and Chairs of Governors. This will Welcome to this latest newsletter for a clerk for each LGB meeting. This will be a way to share expertise and best governors which amongst other things ensure that all meetings are minuted practice. This forum will sit between the highlights important developments in in the same format and will allow for a BWT Board of Directors and the LGBs. way the Trust will support the work of more efficient administration procedure. This is intended to be a flexible forum Local Governing Bodies in the year (More information on page 4). Agendas that will include wider discussions and ahead and the resources now available will be circulated with plenty of time for debates and will also be visited by guest to LGBs through Trust personnel and governors to read and review. speakers. A member of this forum will also attend the BoD meetings. our partner organisations. Further ❚ Staff from the Trust will work with the information can be accessed via the Chair of each LGB to develop their ❚ The Trust has become a member of the governance section of the Trust website. -
William Wilberforce: Triumph Over Britain’S Slave Trade
William Wilberforce: Triumph Over Britain’s Slave Trade Abigail Rahn Senior Division Historical Paper Words: 2499 Rahn 1 History has shown that the road to societal change is often paved with hardship and sorrow. The fight to end the British slave trade was a poignant example of the struggles to reach that change. The British slave trade thrived for over two centuries and was responsible for transporting 3.4 million slaves, mainly to Spanish, Portuguese, and British colonies.1 This horrific institution was permeated with misery, corruption, and cruelty. The conditions on the ships were abhorrent. The male captives were shackled together below deck, unable to move, and forced to lie in their own filth.2 The women were allowed some mobility and stayed on deck but were exposed to sexual harassment.3 Yet the appalling trade was “as accepted as birth and marriage and death.”4 It was not until William Wilberforce decided to combat slavery within Parliament that slaves had true hope of freedom. William Wilberforce’s campaign against the British slave trade, beginning in 1789, was a seemingly-endless battle against the trade’s relentless supporters. His faith propelled him through many personal tragedies for nearly two decades before he finally triumphed over the horrific trade. Because of Wilberforce’s faith-fueled determination, the slave trade was eradicated in the most powerful empire in the world. After the trade was abolished, Wilberforce fought for emancipation of all slaves in the British empire. He died just days after the House of Commons passed the act to free all slaves, an act that owed its existence to Wilberforce’s relentless fight against the slave trade.5 1Clarkson, Thomas. -
Post Details
Principal: Anne Hill Corporation Road, Wisbech, Cambridgeshire PE13 2SE. t 01945 585237, f 01945 474226, e [email protected] JOB DESCRIPTION Job details Post Title Teacher of Geography Responsible to Head of Department Purpose of the Job Objectives Teachers will be responsible for the academic outcomes of the students they teach. High quality teaching and high expectations are at the heart of Brooke Weston and all teachers will be expected to develop exemplary practice which supports the ethos, values and vision and contributes to the overall life and work of the Academy. Teachers will also be expected to promote and develop social, moral and physical aptitudes in their students and to provide advice and guidance where necessary. Learning and Teaching Role Plan and prepare schemes of work and develop supporting resources. Provide relevant and purposeful learning opportunities which are differentiated for students of all abilities. Ensure that lessons and resources are well planned and delivered in accordance with relevant Trust policies e.g. teaching and learning, curriculum and assessment. Arrange and promote relevant subject activities which will enhance the learning and motivation of students. Assessment and Reporting Utilise a range of formative and summative assessment techniques to monitor student progress. Mark students work regularly providing clear targets for improvement. Participate in preparing students for public examinations including the accurate assessment of students and the recording and reporting of such assessments. Provide a termly report on the progress and attainment of students in your classes. Monitoring and Review Contribute to the review and development of the curriculum including the development of programmes of study, teaching materials and the refinement of teaching methods. -
Ely College Newsletter March 2018 Head Boy and Head Girl Elections
Ely College Newsletter March 2018 From the Principal At times this term I wondered whether we were in the grip of a Narnia-like perpetual winter! The ‘Beast from the East’ didn’t manage to close us down, but it did make for some very cold days in college. I’m grateful to all students and families for their support and understanding during the poor weather. I’m sure we are all looking forward to a rest over the Easter break and, hopefully, some spring sunshine. Once again, this edition of the newsletter reflects a huge amount of effort and activity over the last Head Boy and Head few weeks. One of my highlights this half term was the Science fair; not simply because of the effort and enthusiasm on display, but also because of the very high quality of Scientific knowledge and Girl Elections curiosity that Year 7 and Year 8 students demonstrated. It was lovely, too, to welcome so many We are pleased to announce the parents and primary school students into college to share in the experience. following candidates are in the running for Ely College Head Boy Our PE department continues to deliver an ever-growing range of experiences and opportunities. The growth of girls’ rugby this year has been fantastic, and the recent trip to the Ricoh Arena was a and Head Girl positions: resounding success. If you shop in Tesco, don’t forget to add your ‘blue chip’ into our slot in support of the rowing project! Further afield, we were very proud of our intrepid German linguists as they Oscar Barter took part in the inaugural German exchange visit to Bozen. -
Key Question 10 How Does Thomas Clarkson Deserve to Be Remembered?
Thomas Clarkson And The Abolition of Slavery Background Information Section 1 from the Teacher’s Resource Pack for KS1-4 Written by Maureen James B. Ed. (Hons) M.A. For Wisbech & Fenland Museum CONTENTS 1. Why did a need develop for the transatlantic slave trade? Page 1.1 What impact did European settlement have on the West Indies? 3 1.2 Why did Africans become the labour force? 3 1.3 Why did it become known as the triangular trade? 4 About the West Indies 4 2. How was slavery organised in the British West Indies? 2.1 Were all the enslaved Africans taken to the West Indies? 5 2.2 How were the enslaved Africans sold when they reached the West Indies? 5 2.3 What was life like for slaves on the plantations? 6 2.4 Can we prove that slaves were treated badly? 7 About Jamaica 8 3. How “free” were the people of West Africa before the growth of the transatlantic slave trade? About West Africa 9 3.1 Was there slavery in West Africa before the transatlantic trade? 9 3.2 How and why did Africans become enslaved? 10 3.3 What happened to the Africans after they had been captured? 11 About the Efik traders of Old Calabar 12 3.4 How did the traders pay for the enslaved Africans? 12 3.5 Did the African slave traders become 'westernized'? 12 About Cowrie Shells 14 4. Were the crews on the slave ships treated as badly as the captives before abolition? 4.1 What were conditions like for the enslaved Africans on the ships? 15 4.2 How did the enslaved Africans react to being on board the slave ships? 16 4.3 What were conditions like for the crews of the slave ships? 17 5. -
Review of Secondary School Provision in the Fenland District
REVIEW OF SECONDARY SCHOOL PROVISION IN THE FENLAND DISTRICT PROPOSAL FOR A NEW SECONDARY SCHOOL IN WISBECH BACKGROUND CONSULTATION DOCUMENT 1 PURPOSE The purpose of this document is to: • Draw attention to the rising number of primary aged pupils across Fenland, the impact of proposed new housing and the resultant pressure to provide additional places in secondary schools in the District. • Outline the conclusions of the Council’s review of secondary school provision in Fenland and its recommendations in respect of each of the four market towns within the District; Wisbech, Chatteris, March and Whittlesey. • Seek, in principle support for the proposal to provide a new secondary school in Wisbech in response to the forecast demand for places and expand provision in March, Chatteris and Whittlesey when required. • Obtain the views of parents and the local community on the Council’s early site search work, which identified the site of the former College of West Anglia (CWA) horticultural and equine facility adjacent to Meadowgate School, as having the potential to be developed for a secondary school (location plan included). OR • For respondents to identify and consider whether there are any alternative sites within Wisbech that may provide a better site for a secondary school and which the Council should consider 1 2. BACKGROUND Demography There are four secondary schools in Fenland: Neale-Wade Academy (March), Thomas Clarkson Academy (Wisbech), Sir Harry Smith Community College (Whittlesey) and Cromwell Community College (Chatteris). There is a distance of between 6-13 miles separating each school (measured in a straight line). A review of secondary school provision in Fenland was undertaken in response to: • demographic change (the population of the District has grown by 13.9% to 95,300 since 2001) • rising pupil numbers in the primary schools and • the proposed levels of housing development (11,000 homes across the District in the period up to 2031) included in the Fenland District Local Plan (2014). -
Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology -
Undergraduate Admissions by
Applications, Offers & Acceptances by UCAS Apply Centre 2019 UCAS Apply Centre School Name Postcode School Sector Applications Offers Acceptances 10002 Ysgol David Hughes LL59 5SS Maintained <3 <3 <3 10008 Redborne Upper School and Community College MK45 2NU Maintained 6 <3 <3 10011 Bedford Modern School MK41 7NT Independent 14 3 <3 10012 Bedford School MK40 2TU Independent 18 4 3 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained <3 <3 <3 10022 Queensbury Academy LU6 3BU Maintained <3 <3 <3 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained <3 <3 <3 10026 St Marylebone Church of England School W1U 5BA Maintained 10 3 3 10027 Luton VI Form College LU2 7EW Maintained 20 3 <3 10029 Abingdon School OX14 1DE Independent 25 6 5 10030 John Mason School, Abingdon OX14 1JB Maintained 4 <3 <3 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent 4 <3 <3 10032 Radley College OX14 2HR Independent 15 3 3 10033 St Helen & St Katharine OX14 1BE Independent 17 10 6 10034 Heathfield School, Berkshire SL5 8BQ Independent 3 <3 <3 10039 St Marys School, Ascot SL5 9JF Independent 10 <3 <3 10041 Ranelagh School RG12 9DA Maintained 8 <3 <3 10044 Edgbarrow School RG45 7HZ Maintained <3 <3 <3 10045 Wellington College, Crowthorne RG45 7PU Independent 38 14 12 10046 Didcot Sixth Form OX11 7AJ Maintained <3 <3 <3 10048 Faringdon Community College SN7 7LB Maintained 5 <3 <3 10050 Desborough College SL6 2QB Maintained <3 <3 <3 10051 Newlands Girls' School SL6 5JB Maintained <3 <3 <3 10053 Oxford Sixth Form College OX1 4HT Independent 3 <3 -
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain)
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain) 2007 marks the bicentenary of the Abolition of individual protagonists of the abolitionist cause, the Slave Trade in the British Empire. On 25 the most visible in the 2007 commemorations March 1807 Parliament passed an Act that put will probably be the Yorkshire MP William an end to the legal transportation of Africans Wilberforce, whose heroic fight for abolition in across the Atlantic, and although the institution Parliament is depicted in the film production of of slavery was not abolished until 1834, the 1807 Amazing Grace, appropriately released in Act itself was indeed a historic landmark. Britain on Friday, 23 March, the weekend of Conferences, exhibitions and educational the bicentenary. The film reflects the traditional projects are taking place in 2007 to view that places Wilberforce at the centre of commemorate the anniversary, and many the antislavery process as the man who came different British institutions are getting involved to personify the abolition campaign (Walvin in an array of events that bring to public view 157), to the detriment of other less visible but two hundred years later not only the equally crucial figures in the abolitionist parliamentary process whereby the trading in movement, such as Thomas Clarkson, Granville human flesh was made illegal (and the Sharp and many others, including the black antislavery campaign that made it possible), but voices who in their first-person accounts also what the Victoria and Albert Museum revealed to British readers the cruelty of the exhibition calls the Uncomfortable Truths of slave system. -
Ref: Transition Letter1 Date: 2Nd March 2020
Ref: Transition Letter1 Date: 2nd March 2020 Dear We are delighted that «First_Name» will be joining Thomas Clarkson Academy in September 2020. We are really looking forward to meeting both you and «First_Name» in the time leading up to starting secondary school and of course in Year 7 and beyond. By now you should have received confirmation from your Local Authority of the place offered to you at Thomas Clarkson Academy for September 2020. This would have been sent to you via email, on the admissions portal or via 2nd class post. To confirm your place, you can either accept it online (if you applied via the Cambridgeshire County Council citizen portal) or call or email us directly. Email is the main form of communication that we will be using to contact you throughout your child’s transition to Thomas Clarkson Academy. We will be contacting you on a termly basis with reminders and updates relating to «First_Name»’s transition. The email address we have on record for you is: «Email» If the space is blank or you need to amend the email address then please contact [email protected] where we will endeavour to ensure that we have the correct contact details for you. Shortly you will receive a data collection booklet which needs completing and returning to the Academy as soon as possible. Below are the key dates for your diary; Transition Evening: Tuesday 7th July – An important information event where you will also get to meet «First_Name»’s tutor. Transition days: Thursday 9th & Friday 10th July – where «First_Name» will get to experience life at TCA for 2 days. -
Liverpool, Slavery and the Slave Trade
This is a draft of part of a chapter from my forthcoming book. Please do not quote from it. Marika Sherwood Cities built on slavery: Liverpool and Manchester The major slaving port in Britain in the early the 18th century was London, the home of the Royal African Company (RAC), which in 1672 replaced the Royal Adventurers Trading in Africa. The Adventurers had been formed in 1663 to supply British sugar-growing colonies with enslaved Africans. Bristol merchants entered the trade in the 1690s, when the government annulled the RAC’s monopoly. But by the 1740s Liverpool had overtaken both Bristol and London.i By 1795 about a quarter of Liverpool’s ships were engaged in the trade in enslaved women, men and children. It has been calculated that Liverpool vessels carried 40% of the entire European slave trade and controlled 60% of British trade. Between 1795 and 1804 1,099 slaving vessels sailed from Liverpool; London and Bristol sent 184. For example, in the years 1805, 1806 and 1807, for example, 70,294 enslaved Africans were carried to the Americas in four hundred and two slaving voyages from Liverpool. ii Liverpool imported such quantities slave-grown sugar from the British colonies in the West Indies that its first sugar refinery was built in 1668. Slave-grown tobacco from the British plantations in Virginia on the American mainland was also imported by Liverpool’s merchants. By 1711 tobacco imports reached 1,600 tons. As among seventy-two members of the Liverpool Company of Merchants Trading to Africa there is a ‘William Woodville, Havanna’, it is likely that these imports included slave-grown tobacco from Cuba.iii The trade in slaves and with the plantations greatly aided local manufacturing and provided employment for thousands in and around Liverpool. -
Starting Secondary School Leaflet 2020-21 V1
MAILMERGE Starting Secondary School A guide for parents of Cambridgeshire children starting secondary school in September 2020 This leaflet explains how to apply for a secondary school place if your child lives in Cambridgeshire and was born between 1 September 2008 and 31 August 2009. Appl ication deadline 31 October 2019 All the information you need to apply for a secondary school place, including an online application form and electronic copy of our full admissions guide “Next Steps, Admission to Secondary School; a guide for parents”, will be available on our website www.cambridgeshire.gov.uk/apply-for-a- school-place/secondary-school/ The benefits of applying online are: • it is quick and easy to do; • the system is secure; • there is no risk that your application will get lost in the post; • you can change / amend the details on your application up until the closing date; • you will receive an email confirmation when your application has been received, and each time it is resubmitted; • it is available 24 hours a day, 7 days a week up until the closing date of 31 October 2019 (except during periods of essential maintenance) Alternatively, you may apply using a paper application form . A copy of the admission guide and application form can be requested from any Cambridgeshire primary school or by contacting the admissions team below. Support is available from the Admissions Team via our contact us form - www.cambridgeshire.gov.uk/council/contact-us/ or during the office hours by telephoning 0345 045 1370 Monday to Thursday 9:00am – 5:00pm Friday 9:00am – 4:30pm All applications are considered equally, whether online or on paper.