Creating Aspirations and Enabling Achievement
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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. -
Student Handbook
Student Handbook 2020-21 Contents Section 1 – General Information 5 Who is who in the KS5 team 6 Sixth Form term dates 7 Map of Academy site 8 Sixth Form tutor groups 9 Frequently asked questions 10 Students new to Astrea Sixth Form St Neots 13 Guidelines for use of Sixth Form Centre zones 14 Attendance 16 Registration 16 Teacher Absence 16 Authorised absences 18 Unexpected absence 19 Unauthorised absence 20 Attendance monitoring and examination entry 20 Part-time work 21 Sixth form absence request form 22 Sixth form guide to using emails 24 Weekly diary 26 What to do when the fire alarm sounds 27 Lost property 28 Dress Code 29 i 16-19 Bursary scheme 31 Parking your car at school 31 Academic expectations 33 Behaviour policy 36 Section 2- Stepping up to the Sixth Form 38 Succeeding in your sixth form studies 39 Student Experience of starting the Sixth Form 41 Student Experience from the end of the journey 42 Making a positive contribution 43 Stepped Interventions 45 Preparing for exams 46 Transition into Year 13 47 Exam Boards and Specifications 48 Section 3 – Post Sixth Form pathways 50 Unifrog 51 Personal Statement writing guide 58 More on UCAS applications 70 Section 4 – Student Wellbeing 72 KS5 courses and stress and anxiety 73 Referral Agencies 75 ii Section 5 – Appendices 78 Doddle 79 Resources Checklist 81 Admissions Policy 84 Academic Expectations Policy 88 Behaviour Policy 93 External student admissions form 96 50Hr Challenge 98 iii Welcome It is my pleasure to welcome you to Astrea Sixth Form St Neots, where I am confident that you will take full advantage of the challenges that await you. -
PE Newsletter 4
Issue No. 4 Term: Winter Welcome to our fourth PE and sports newsletter. Always a busy term with extra-curricular fixtures and tournaments but there has also been a lot of students achieving some fantastic results outside of school too. A great start to the year… Our Year 7 girls at their first Hockey Tournament in November 2019. Just one of the many extra-curricular opportunities available to our students. District Cross-Country: Once again we entered our quickest students to represent Soham Village College at the district cross-country race held at Netherhall school, again this year it was a cold and muddy morning, but all our students took part to the best of their ability and did extremely well. Our Year 10 and 11 students ran first, setting a great example for our younger students. Will Trangmar came an impressive 9th out of 150 students. Our Year 7s were really excited to run their 2500m course and were more nervous about taking a wrong turn yet despite this we had Henry Crawford finish 22nd and Finley Jones finish in 27th place from a group of nearly 200. Jacob Trangmar also finished in 7th position, Ewan Taylor finished in 20th position and Elena Fraser managed an astounding 5th position. All of these students have now been selected to represent Cambridge Schools in the county cross-country being held in January 2020. Mrs LeRoy, who managed the team, said that she was “really proud of everyone that took part, they represented our school with pride and performed incredibly well.” A very well done to all students that were selected and best of luck to our students in the county championships in January. -
Fostering Collaborative Interpretation of Poetry in English
CHAPTER 4 CASE STUDY THREE: FOSTERING COLLABORATIVE INTERPRETATION OF POETRY IN ENGLISH Sara Hennessy with Jackie Bullock INTRODUCTION This case study illustrates how we worked with an expert secondary teacher who used interactive whiteboard (IWB) technology to foster construction of collective interpretations of poetry with an “anti-social” theme. As in the previous case study, we report how our collaborative thematic analysis of digital video recordings and other data from a sequence of six lessons yielded detailed, theorised descriptions of the teacher’s own rationale. Beginning with brief introductions to the participants in this case study, we outline the lesson sequence and present the key themes and pedagogical strategies emerging. We exemplify our discussions during the video review process and summarise the intermediate theoretical framework developed. Further details about the participants and the lessons observed in this case study, plus video clips and other material illustrating the themes emerging and uses of technology, are available in the English multimedia resource freely accessible at http://t-media.educ.cam.ac.uk/. PARTICIPANTS Jackie, English Teacher Jackie Bullock had taught for 10 years at the time of the study, the last 8 of them at Soham Village College, where she was Head of Year and responsible for developing technology within English. Her main area of interest was using technology interactively and she specialised in drama. Jackie had undergone both in-house and external training in IWB and technology use in the classroom, and she had substantial experience in using a range of software together with data projectors and digital cameras in teaching. -
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. -
Clarion Highflyer
Highflyer Gardens King’s Meadow, Ely, Cambridgeshire An elegant collection of two, three and four-bedroom homes available for Shared Ownership Nine homes available A place to call home Clarion Housing is pleased to present Highflyer Gardens at Kings Meadow – a new selection of contemporary homes in the Cathedral City of Ely, Cambridgeshire. Ideally situated on the eastern edge of the city, Highflyer Gardens is within easy reach of Ely’s historic centre, yet remains close to the natural beauty of the Cambridgeshire Fens. With its central location in the East of England, the city also benefits from excellent connections throughout the region – and Cambridge is just 15 minutes* away by train. Each Highflyer Gardens home is built to the highest standards, including a fresh contemporary interior, a private garden and two dedicated parking spaces. With a choice of two, three and four-bedroom residences, you can also select a home perfectly suited to your needs – making Highflyer Gardens ideal for first- time buyers, couples and families of all sizes. * Train travel times are taken from Nationalrail.co.uk, measured from Ely station (not development), and are for the quickest single service during weekday morning peak hours Cover picture: CGI depicts plots 162, 163 and 164. CGIs are indicative only, external finishes and features may vary. (6.30am-9.30am). Picture credits: ‘On The Level, Cambridgeshire’ by ecks ecks; CC image, sourced from Flickr. Ely, an historic city Highflyer Gardens is situated on the eastern edge of Ely – a picturesque yet bustling cathedral city with a history spanning more than 1,000 years. -
Making Schools Work for Their Communities
Making schools work for their communities The role of multi-academy trusts, government agencies and local businesses Welcome An introduction to Cambridge Meridian Academies Trust from Chief Executive Officer, Mark Woods “Over the years we’ve gone from strength to strength, continuing to Our story started out with a desire to provide high quality A well run regional multi-academy trust can free up excellent and dynamic education for everyone, right in the heart of our schools to make a larger impact. The collective strength achieve strong results and developing a reputation for excellence.” community, and this desire has grown into the Cambridge can genuinely make a difference through intervention and Meridian Academies Trust (CMAT) that we know today. improvement. The proximity of schools enables people to come together and share ideas around best practice for the benefit of Five years on from CMAT’s formation this ethos, our reason for all. Crucially, in these difficult times, it also brings an opportunity existing, is articulated implicitly through our mission statement: for schools to work together to ensure money is best spent. to deliver, promote and inspire high-quality educational provision in schools at the heart of their local community so It has not been a simple change journey and we’ve made In focus... Swavesey Village College that every child is a successful learner, confident individual and mistakes along the way. You have to prepare for success and responsible and employable citizen; and so that every school is failure, but it’s how you react when something goes wrong a hub for community activities, a centre of extended services (which it will) that is important. -
Ely College Newsletter July 2017 End of Year House Results from The
Ely College Newsletter July 2017 From the Principal The academic year seems to have passed very quickly. I’d like to wish everyone a happy and restful summer break. I hope that those parents taking time off work or going away have a pleasant summer too. We will be busy here at the College, with an ambitious schedule of renovations planned. We will also be looking forward to students receiving their exam results in August. As Ely College marks the end of its first year as part of CMAT, we wanted to identify some of the highlights of the past twelve months which you can see below. End of Year House I am grateful to have such a supportive community of students, parents and members of Results staff that have allowed these changes to happen smoothly and quickly and cannot thank them enough for all their help. We are delighted to announce the very first winners of the Ely Top 10 improvements delivered in 2016/ 2017 College Martin Bacon House Raised standards - A new framework of teaching values and expectations called ‘Ely trophy. Expects’ has been designed and implemented by staff to raise the levels of challenge and standards in the classroom. Etheldreda House emerged triumphant with a total of 2,112 Raised expectations - We introduced a smart new uniform and have enforced high points and were awarded the standards of behaviour. Students have developed and implemented a rigorous ‘anti- trophy in their end of term bullying’ pledge, and are working closely together in supportive, mixed-aged tutor assembly this afternoon. -
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. -
Melbourn Village College an Academy of The
Melbourn Village College An Academy of The Cam Academy Trust Information Pack for the Post of Teacher of Physics – KS3/4 (and other Sciences as required by the department) An Introduction We are a very successful 11-16 school with a strong community feel. Our size enables all students to flourish within a supportive environment, where each feels valued and empowered. Strong academic performance across a wide range of subjects has led to the college regularly being in the top 25% of schools nationally for progress. Students are encouraged to continue their learning outside the classroom and a very high proportion get involved in the wide range of extra-curricular activities available to them. Our most recent OFSTED Inspection in September 2017 confirmed that we are a ‘good’ school which “has continued to improve the quality of education in the school” since our previous ‘Good’ judgement in May 2013. We are committed to improving what we do and aim to be outstanding by the time of our next Inspection. Being a part of the Cam Academy Trust and sharing expertise between schools are two examples of how we intend to achieve this. I look forward to working with you in the future. Simon Holmes – Principal History Melbourn is a large village situated on the border of Cambridgeshire and Hertfordshire, four miles from Royston and twelve miles from Cambridge. The College first opened in September 1959, the sixth of Henry Morris’s village colleges, from which the worldwide community school movement developed. It is an 11 – 16 community comprehensive school, serving a large area of South Cambridgeshire. -
Admissions Policy July 2020
Name of Policy: Admissions Policy Last Approved: July 2020 Approved by: Corporation via Standards committee LT Owner: Assistant Principal Admissions Policy 1. Introduction 1.1. Long Road Sixth Form College is a state-funded sixth form college and is governed by an independent corporation. The corporation determines its own polices and is solely responsible for student admissions. 1.2. Long Road welcomes applications from all students. The college is an open, accepting and diverse community of staff and students where everyone can achieve their potential and no one will be disadvantaged because of their identity, disability or personal circumstances. 1.3. Students who are nationals of EU (or EEA) countries, and already living in the UK before Brexit at the start of their programme, will be treated equally to UK residents while the UK remains part of the EU and during any agreed transition period. Once enrolled students will be eligible for funding for the full duration of their study programme. 1.4. This policy can be made available in large print and in other accessible formats as requested. 2. Scope This policy applies to all: • 16 -18 year-old applicants who are eligible for state funded places applying for a full time programme of study (tuition fees are not charged for UK students who are under 19 on 1st September at the start of their study programme). • those aged 19 to 24 with an Education Health Care Plan, where Long Road is recorded as the preferred destination, and, providing the college has a suitable programme of study to meet the needs identified and the student meets the entry requirements for the course. -
Melbourn Village College an Academy of the Cam Academy
Melbourn Village College An Academy of The Cam Academy Trust Information Pack for the Post of Teacher of Computer Science An Introduction Thank you for requesting this information pack. I hope that it gives you an insight into the school as well as the relevant subject area and vacancy. Melbourn Village College is a successful 11-16 school with a strong community feel. At just over 600 pupils, our size enables all to flourish within a supportive environment, where each feel valued and empowered. Pupils are encouraged to continue their learning outside the classroom and a very high proportion get involved in the wide range of extra-curricular activities available to them. Our most recent OFSTED Inspection in September 2017 confirmed that we are a ‘good’ school which “has continued to improve the quality of education in the school” since our previous ‘Good’ judgement in May 2013. We are committed to improving what we do and aim to be outstanding. I look forward to working with you in the future. Simon Holmes – Principal School History Melbourn is a large village situated on the border of Cambridgeshire and Hertfordshire, four miles from Royston and twelve miles from Cambridge. The school first opened in September 1959, the sixth of Henry Morris’s village colleges, from which the worldwide community school movement developed. It is an 11 – 16 community comprehensive school, serving a large area of South Cambridgeshire. Most pupils are drawn from the traditional catchment area, which covers eleven local villages and eight primary schools. Its southern boundary extends to the Hertfordshire border and its northern almost to the city of Cambridge.