Contents Chair Of Governors’ Report Headteacher’s Report - Aims, Ethos, Mission And Duties The stunning results at GCSE in the summer of 2011 that propelled Governors’ Report Page 2 In the summer of 2013, Saint Benedict became a Catholic the school to its best results ever were matched in many areas in Headteacher’s Report Page 3 Voluntary Academy with the full support of the Diocese. At the 2012. Once again on some measures we were amongst the top two Aims of the School Page 4 - 5 end of our first year as an academy we are seeing a number or three in the City. Staff and students worked very hard for these of ways in which we are now able to work more efficiently and results, and our current cohort who have just sat their GCSEs, have Chaplaincy Page 6 - 7 we are confident that the changes we are beginning to see will worked equally hard building on the strong culture of learning now RE Department Page 8 benefit our young people in the years to come. embedded in the academy. Andy’s Angels Page 9 Deputy Headteacher Page 10 The OFSTED inspectors who visited us in November 2012 Results at A level also maintained success, and we are expecting were able to recognise the effects of the hard work put in by even greater things from the latest cohort. Not only are we the happy English Department Page 11 Saint Benedict is a good Catholic School. The Catholic life staff and students alike over the past two years. They reported and caring academy we have become well-known for, we are also an Sports Department Page 12 - 13 of the school is excellent and emanates from the strong that achievement had improved quickly. They praised the academy where children can achieve and exceed their potential. leadership of the headteacher, the senior leadership team, Sports Day Page 14 commitment of the staff as “exceptional” and noted the “high the chaplain and the Religious Education department, all Year 7 & 8 iLearn Page 15 quality of students’ spiritual, moral and cultural education”. The commitment of our student body is shown in lots of ways. Once again it was a of whom are dedicated to continuous improvement and to Design & Technology Department Page 16 - 17 They recognised the young people’s “positive attitudes towards pleasure to join year groups for breakfast at the Briars, our residential youth centre, the ethos of the school. their learning and towards each other”. and the warmth of their welcome and camaraderie was great to experience. Sports Day Taken from the Diocesan Inspection – Spring 2013 Food, Health And 2013 exceeded last year’s ‘best ever’. Great House spirit, excellent behaviour and a very Human Development Department Page 18 Governors have placed on record their appreciation of the strong competitive spirit made for an exciting day of sport. It was a great pleasure to DTE Department Page 19 efforts made by the whole community to make Saint Benedict welcome Year 13 student, Yasmin Miller, to present the winning House with their award. Maths Department Page 20 an even better place in which to learn. Yasmin had the day before been told she had been selected to represent Great Britain and Northern Ireland in the European Junior Athletics Championships in Berlin. Well done to Sixth Form Page 21 Yasmin. Going back a little further in the year, the school musical play, CATS! was another The Headteacher describes Saint Benedict’s as a special Change seems to be the order of the day and we must search place, and it is. The commitment of staff to students’ Science Department Page 22 - 23 sell-out success, involving almost 200 children in ten weeks of auditions, rehearsals for ways to ensure that the young people at our academy successes and well-being is exceptional as is the high Creative Arts Department Page 24 - 27 benefit from the opportunities it brings. It is all the more (including some Sundays) and eight performances. We were one of the first schools in quality of students’ spiritual, moral, social and cultural Robert Ludlam Theatre Page 28 important for us to make sure that our core values and the country to perform the full touring version of this show and members of Andrew Lloyd education. Webber’s company, The Really Useful Group, came to some rehearsals and one of the Lettings - spaces available for hire Page 29 principles are embedded in any new way of operating. For performances. The basketball team reached the English National finals for the third year us, this means remembering that we are first and foremost a Leaders, managers and governors have been consistent The House System Page 30 - 31 in a row, not losing a game en route. Their final position of third is a testament to their in their ambition to ensure that all students make good Catholic academy and, secondly, a specialist academy for the Bakhita House Page 32 skill and commitment. progress. They know the strengths of the academy and performing arts. John Paul House Page 33 they also know what they have to do to improve it further. Kolbe House Page 34 - 35 These are just examples of some of the many experiences available for our children Taken from the Ofsted Report – November 2012 One of our fundamental tasks is to work alongside Catholic through the commitment of staff and the children’s willingness to take part. McAuley House Page 36 parents in bringing up their children in the faith – a huge Romero House Page 37 challenge in itself, especially in today’s secular society. The Becoming an academy has been very successful and extensive use has been made of the Teresa House Page 38 other challenge to Catholic schools and academies, one of new powers. Links with the local authority have been strengthened, and the Academy which Saint Benedict has also always accepted, is to open Citizenship Page 39 expects the highest of standards in the service it receives. its doors to the wider community. The cultural mix of our The strong ethos that all staff have the potential to Saint Benedict Day Page 40 - 41 grow, both professionally and personally, given the right students reflects the diversity of backgrounds from which For those thinking of joining our academy – you would be joining a forward-looking encouragement and support. Food Provision Page 42 Derby’s citizens have come – other parts of the country, learning community that is striving ever to be better; for those already in our academy – Derby Music Centre Page 43 the European Union and across the world. We never forget you are part of something very special where your dedication is appreciated and effective, The school has continued to offer professional Modern Languages Department Page 44 that we have a duty to the poor. Those families who are not and where caring for each other and being happy and achieving well is important; and for apprenticeships. Talking of appointing and mentoring Humanities Department Page 45 Catholic but choose Saint Benedict for their children enrich those thinking of working here, you would be joining a vibrant, positive group of people, apprentices, one member of the SMT explained “I see my our community and give us the opportunity and the challenge one of the most committed sets of staff it has been my privilege to know and work with, role as nurturing the team and bringing them on. I have SEN Page 46 - 47 to share our Catholic faith with them and to help them become and a community where everyone looks out for their colleagues. Saint Benedict is a very responsibility to encourage their careers, even if that Fundraising/Development Page 49 the founded individuals with a great contribution to make to all special place. means moving outside the school”. School Council Page 49 our futures. Taken from the Investors in People Assessment Last year I wrote in this publication, ‘I hope the Ofsted Inspectors when they arrive Charities & Internationalism Page 50 - 51 Report – May 2013 will recognise not only the improvements and quality of our standards of learning and What is Arusha Project? Page 51 At Saint Benedict you will find a vibrant community of young people and adults committed to the idea of building a teaching, but also sense the moment they step across the threshold what a special place Admissions Policy Page 52 - 54 learning organisation. We are proud of our work with students this is. I think Saint Benedict would be very proud of us!’ The School Day Page 55 with sight, physical or learning impairments, of our links Bus Information Page 56 with universities and schools in the United States, Africa, Well, Ofsted did come at the end of November, praised our results and our commitment to all aspects of the school, and referred to my comment above about Saint Benedict being a What Do We Learn / Where Do We Learn Page 58 - 59 Afghanistan and Europe, and of our work in environmental special place with the simple comment, ‘…and it is’. Academy Policies Page 60 - 61 education and the arts. I am sure you will find this prospectus informative. Uniform Page 62 - 63 Read the report. You will discover that we have great children, great staff, a great drive for Links Across the World Page 64 - 65 Mike Ray success – and are truly a great academy. Academy Library & Learning Centre Page 66 Chair of Governors Literacy Page 67 Dr Christopher Reynolds OBE Numeracy Page 67 Headteacher Is your child missing out Page 68 GOVERNORS LEA Governors: Saint Benedict Attendance Page 71 Clerk to the Governors: Mrs R Darby – contacted via the school Mr F Kirkland (Vice Chair), Mr D Byrne A Catholic Voluntary Academy Staff List Page 72 - 73 Foundation Governors: Mr M Ray (Chair) Staff Governors: Duffield Road, Darley Abbey, Derby DE22 1JD Mr F Kirkland (Vice Chair) Ms A O’Hanlon, Mr A Clare, Mrs M Wikinson Rev J Guest, Mr T Spencer Parent Governors: Tel: 01332 557032 Part of the Holy Family Catholic Academy Trust Mrs K Hughes, Father P Chipchase Mrs A Smyth, Mr R Price, Mrs A Molloy Fax: 01332 553032 Dr M Farrell (Parent Foundation) Headteacher Governor: and a specialist Mr N Dunne (Parent Foundation) Email: [email protected] Performing Arts College Dr P Hagan (Parent Foundation) (Ex-officio) Dr C Reynolds OBE Website: www.saintben.derby.sch.uk Mr A Mowles (Parent Foundation) We meet each term for Full Governing Body Meetings. Planning and Monitoring 2 Mrs G von Fragstein (Parent Foundation) Committees meet regularly in time to give reports to the Full Governing Body meetings. Edited by: Carol Bowley 3 Aims Of The Academy Improvement And Development Plan 2013- 2014 Behaviour and Safety

We will ensure all pupils are healthy, stay safe and achieve to the best of their ability so that they make a positive contribution The Achievement of Pupils to the academy community. We will embed the new strategies which promote positive behaviour to ensure consistency and We will raise achievement at GCSE and A level developing strategies to ensure that all groups effectiveness. We will develop clear strategies for the small of students succeed and achieve their full potential in all subject areas. Reliable and consistent number of pupils with complex needs. We will coordinate assessment data will enable the academy to monitor and track the progress of all years and the effectively all the services offered within our academy. various groups of students effectively and develop appropriate intervention strategies where appropriate. We will develop a broad, interesting and engaging curriculum to meet the needs of each pupil so that their progress is in line with or above the national average.

Promotion of the Catholic Ethos

Departments and Houses will contribute to the Catholic nature of the academy encouraging pupils to live their lives based on Christian principles. Departments and Houses will actively work towards the establishment of positive relationships within our academy so that pupils value The Quality of Teaching diversity and are supportive and respectful of others.

We will continue to develop the quality of teaching across the academy by improving the quality of feedback students receive and ensuring its consistency across all subject areas. Reading, Leadership and Management writing, communication and numeracy will be taught effectively and embedded across all subject areas. We will ensure close coordination of the monitoring systems within We will ensure students are taught the skills which our academy. We will continue to develop a curriculum that is will enable them to learn effectively in groups as well engaging, meets the needs of all our students allowing them to as individually. achieve their potential and is flexible in the light of new requirements. We will continue to review existing systems so we can respond quickly and effectively to concerns arising.

4 5 their faith…” It then goes on to state that; “… with the support and excellent their experiences with young adults from other schools in our Diocese, Chaplaincy guidance of a dedicated lay chaplain; they take responsibility for shaping giving them a chance to relax and take time to reflect on their lives during activities with a religious character in the school and the wider community.” what can be for some a very challenging time.

The work of school Chaplaincy is not just the responsibility of the Chaplain One of the highlights of the past years has been the introduction of or the team, it relies on everyone playing their part; it is the concern of our school pilgrimage to Lourdes. Many students and staff have had every member of our academy community. It is our desire that each and the opportunity to see the church in a truly international setting. The every person in our academy reaches their full potential in life. By helping shrine to Our Lady of Lourdes is a place of inspiration, care and love each other, and showing love and concern for all about us, we can make a for all people, and the chance to experience this should not be missed. difference in the world, and in our academy. As well as our school pilgrimage, we support the Diocesan Pilgrimage which takes place at the start of the summer holiday. This year, 8 of our Weekly Collective Acts of Worship for House groups and prayer during the young people gave their time and talents to support the sick and less first period of our day, provide us with a focus, meditation and reflection for able pilgrims on their journey. You will find more about this later in the both students and staff. prospectus.

Many of the local priests from the Derby and Amber Valley Deaneries visit As well as all the happy and positive aspect the Chaplaincy tries to our academy community on a regular basis to share in the celebration of promote in our community it is important to remember that there are Mass. We have a mass once a week which is open to all staff, students and times of great sadness too. During the last year we lost a number of people from the local community. Each iLearn Group or Tutor Group takes former members of staff and a student who now rest in peace marked its turn in the preparation and celebration of the liturgy. with the sign of faith. It is during very difficult times like these, that the true value and ethos of Catholic Education rises above the league tables On Holy Days of Obligation, Masses are celebrated in House groups. These and Ofsted inspections, making us realise that the most important, valued “This is what we are all about…!” liturgies offer us an excellent opportunity to use our skills in music, dance and treasured things we have are the young people in our care, and just and drama to further our understanding of the Gospels, and to enrich the how precious and fragile their lives can be. May the Souls of all those “At Saint Benedict Catholic Voluntary spiritual and prayer life of everyone in our community. We also offer a ‘quiet’ who died this year rest in peace, Amen. Their memory will live on, as our Mass during the lunchtime on a Holy Day for anyone who is unable to attend community goes on into the future. Academy, we will build up a loving the large group celebrations. Bearing all this in mind, we have a great deal to be proud of, and thankful community with Christ at its centre; We also gather for our House Mass days, each House has a Patron, as for in our community, not least the prayers and support of all our friends, you will see in the prospectus, and they are celebrated once a year with a past and present. Our Catholic tradition offers us the opportunity to develop potential to the full and special mass of thanksgiving. And then finally at the end of the School Year experience new and exciting things in our life, and to share with others we gather as a whole community on the feast of Saint Benedict – 11th July the good news which comes to us through the Gospels. It is therefore strive for excellence; work and play for our last mass of the year. Weather permitting this takes place outside in most rewarding to see in the Inspection Judgements of the Diocesan in harmony; and treat each other with the sunshine, but you all know how precarious that can be and wet weather report that the involvement of the Chaplaincy team on the work of the plans are always ready to spring into action. school was rated a 1, which is outstanding. The key word to remember dignity and justice.” here is “TEAM”, that is what we are all about. Once again the Section 48 report comments on this aspect of our school life: “…The Eucharist is at the heart of the school and mass is celebrated If you want to know more about the work of Chaplaincy, or to get involved weekly with good support from local priests. The quality of both student in any way, come to the Chapel or give me a call. I am looking forward to and staff involvement is outstanding. The school chapel provides a fitting meeting new and old friends, so please feel free to contact me at school. environment for prayer and quiet time. The liturgical life, prayer and collective worship makes a good contribution to the spiritual and moral Andy M Clare Our Chaplaincy is rooted in and sharing our experiences, we are strengthening with each other and our development of the students…” academy community, and growing as the people of God. Saint Benedict Catholic Voluntary the very heart of the mission Retreats and Days of Recollection are built into the academy year. Groups of There are many opportunities to pray; either in an organised service, such about 80 students and staff from Years 9 and 11 go to the Briars residential Academy Chaplain statement and a living as our Friday Mass, or individually when there may be the need for a little Youth Centre in Crich, and a smaller group from Years 12 and 13 take part example of the outward signs peace and quiet. in a Diocesan Sixth Form retreat. There they will be able to meet and share of our Catholic ethos. In our Our Chapel is a very special place and is open every day from 8.00 am for anyone who wishes to come in and start the day in a few moments of prayer. Statement we say that we will; The “Inner Garden” provides a beautiful place for prayer, reflection or The Man Behind The Name The Election Of Our lunch! The “Quiet Room” offers a place to retreat or meet or as it says, be “build up a loving community Through regular study and work, with frequent fasting and abstinence, the quiet. All of these places are to be found in North Block. monk is to overcome all slavery to himself, so that he may be free to serve New Pope with Christ at the centre” and God and other men. But it is above all through prayer that the monk is to The Chaplain and Chaplaincy team organise the liturgical side of the become more Christlike: a monk is called by God to be “a man of prayer”, that is what we try to do! We welcome very much the election of Pope academy, and they offer a number of other services. The most important so silence too is necessary to allow him to think and to pray. Benedict’s of which is that Chaplaincy is a support network for the whole academy motto was: “To work and pray”.. Francis. As a priest and a Bishop, Cardinal Jorge How? By working with students, staff, parents, parishes, primary schools, community which includes students, staff, parents, Governors and Mario Bergoglio has amassed a great wealth of our local community and with our Diocese, we help to make sure that members of the local parishes. In an institution, which is so large and busy, Even where prayer is concerned, Saint Benedict recognised that people pastoral experience which he can now share with can be weak and need understanding. His rule lays down that the first “things work” by attempting to be at the centre of what’s going on. it is always comforting to know that there is somewhere to go to be quiet the universal Church. Psalm in the Night Office is to be said slowly to give the latecomer another and someone available to talk to if support is needed. chance. Nevertheless, Saint Benedict would not allow things to be easy We are very proud that for many years we have been doing this and St Francis of Assisi is reputed to have said, developing our Chaplaincy team, and its role in our school community. for the would-be monk: “When a newcomer arrives for the monastic life, That is what Chaplaincy is all about; remember we are here to help! he is not to be given an easy entrance.” Benedict wanted the monk to ‘Proclaim the Gospel always and if necessary use 2013/14 will be another exciting year for us offering many opportunities to realise the need to work hard in God’s service: a monastery is no place for words.’ I am sure that Pope Francis will spread the get involved and promote our ethos, values and virtues. The Governors and leadership of our academy support and understand the the lazy or selfish. Good News of Jesus Christ in all that he says and does, using his importance of Chaplaincy and its role throughout our academy community. words wisely to promote in particular the Church’s social teaching, Benedict almost certainly never became a priest: he died, probably, in Over the years, Chaplaincy has promoted countless exciting and innovative The freedom I have as Chaplain is essential to my work. Although there are giving a message of peace and justice which the world needs to 556. But his influence, his ideas and his ideals are very much alive today. projects which we hope supports every member of our academy. The times during the week when I am not always available, it is always possible hear more than ever. spiritual life of our academy has been strengthened and enriched by the Men had begun to live as monks when some were unhappy that so many to contact me through my office, or by leaving a message at reception. Christians were neglecting any serious attempt to live in Christ’s way. hard work and dedication shown by all those people who have expressed an When the Roman Empire, with its peace and prosperity, had disappeared, The community of Saint Benedict Catholic Voluntary Academy join interest and got involved with our Chaplaincy team. In our most recent Section 48 inspection, (February 2013) there were a many became monks because they saw that it was not wealth, comfort or their brothers and sisters throughout the world, Christians of other number of very positive statements relating to our Academy Chaplaincy power which really mattered, but both seeking to live in Christ’s way and traditions, and people of all faiths and none in congratulating Pope The spiritual and prayer life of our academy community is a very important and of the Chaplaincy team, the report states: “… the student chaplaincy helping others to do the same Francis and praying for him, that he may have a long, blessed and part of our teaching and learning experience. By learning to pray together team provides a great example of young people exploring and fully living joyful ministry as Successor of Saint Peter. Monks have continued to do this for fifteen hundred years – working, serving and praying in the Spirit and after the Rule of Saint Benedict. 6 7 Re Department Andy’s Angels

We are a group who meet for one lunchtime a week and share lunch together to ease the anxieties that lunchtimes bring. Our aim is to help develop social skills and self-confidence.

We started a number of years ago now when staff began to mention names of pupils who were alone at break or lunchtime. Andy (chaplain), Lisa (school nurse) and Fiona (RE teacher) decided to set up the group ably assisted by Carol (volunteer) and Clare. Each week about 40 students meet and eat together, have a drink and play games or discuss topical issues. Every half term we have an outing such as camping, theatre visits, a visit to Mount Saint Bernard’s Abbey, a visit to Cadbury World or a teambuilding day followed by a BBQ.

We have achieved national publicity through an article in the Guardian and we were invited to speak at a conference regarding transition from primary to Secondary School. RE Department RE in the Sixth Form Our Mission Statement makes it clear that we must work to put Students study Philosophy and Ethics with Edexcel exam board and Christ at the centre of our community. In playing our part to ‘develop enjoy the opportunity to explore and question issues concerning belief potential to the full’ the RE department sees its role as focused and their own personal ideas. on more than the academic. Whilst striving for excellence in both teaching and learning, our commitment to our pupils goes beyond All students follow a Religious Studies course through National Open Diocesan This is the 12th year that a group of Year 11, 12 and 13 students the classroom. It is our belief that we must be proactive in living and College Network to fulfill the Catholic Education requirement in from Saint Benedict Catholic Voluntary Academy have joined promoting our faith. Sixth Form. This course is studied and completed during Year 12 and Pilgrimage To many other volunteers to work for one week looking after sick explores a range of topics, including: and less able pilgrims in Lourdes. In addition to working with the The department is continually evaluating and adapting the provision • Spirituality pilgrims, this year saw us bring a small group of younger students made for all pupils to ensure that a rich and challenging curriculum • Human Rights Lourdes – 2013 is delivered. These changes were noted and remarked upon in on pilgrimage, giving them an experience of the global church our recent S48 Diocesan Inspection Report in February 2013. The • War in action and an opportunity to taking part in a multinational inspectors rated the standard of attainment and quality of progress • Responses to Social and Moral Issues pilgrimage. Three weeks before our pilgrimage, Lourdes was as “good” and the monitoring of this attainment and progress and devastated by the worst flooding in its history. We didn’t know what the ability to plan for improvement by leaders and managers as The course affirms the dignity and worth of every individual and to expect when we arrived in Lourdes but although there were accompanies each person on their spiritual journey. The programme “outstanding”. still signs of the damage the flood water had caused, the clean-up follows the broad areas of attainment in RE at Post-16, as approved by Key Stage 3 the Catholic Bishops of England and Wales. efforts have been amazing.

All our pupils in Years 7, 8 and the first term in Year 9 follow a In Year 13 students undertake a variety of activities which enable them After a long and tiring journey on the Diocesan Youth Coach, travelling right through programme of study based on the requirements of the Curriculum to develop their understanding of faith in action. Students will work the night over land to Lourdes, our students along with other students from various Directory of the Bishops Conference of England and Wales. As primarily in House groups and be given many opportunities to enhance schools and youth groups throughout the Diocese, settled into our hotel and after a with Key Stage 4 and 5, the department is always seeking ways of the Catholic life of their academy. Each student will develop a deeper good night’s rest we were up and ready to welcome the rest of the Diocese when they meeting the needs and interests of our students as well as pushing sense of community and learn the importance of living a life in Christ arrived by plane later in the day. their overall attainment. All lessons follow the National Strategy of The department is involved in many cross-curricular and extra- Assessment for Learning and students are becoming more involved Throughout their time in Lourdes they were all committed to help take sick pilgrims to curricular activities, ranging from sports day to treading the boards in setting their own targets. Pupils undertake a variety of topics and the Grotto, the churches and all the masses and services, to the shops and local cafes in the staff show. We also accompany our pupils during their visits to activities to enable them to gain an in-depth understanding of the and then return them safely to their hotels. Having witnessed myself how selfless, the Briars Residential Centre as well as supporting the work of the teachings, practices and celebrations of the Roman Catholic Church. caring and enthusiastic these young people are, devoting their time and energy to chaplaincy. They also begin to develop the academic skills required to move on to people less fortunate than themselves, it makes me feel proud of the dedication and our GCSE course and reach their full potential. In all that we undertake throughout the year, we try to raise commitment they show towards their Pilgrimage. I also feel proud that the spiritual Key Stage 4 achievement in the classroom and deepen the faith experience of our side of our academy continues to flourish and encourages our young people to pupils. May all that we do be for the greater glory of God. help others who are less fortunate than themselves, which is a true example of our Pupils take the Religious Studies GCSE with the AQA exam board. Academy’s Mission Statement in action. Pupils study 2 modules, assessed at the end of Year 11. Programmes of study are centered on Roman Catholicism and Roman Catholic For further information please contact Mrs Groom, Director of ANDY CLARE Ethics and Philosophy. The GCSE course begins in the spring term of Learning for RE, or any member of the RE Department Saint Benedict Catholic Voluntary Academy Chaplain Year 9 with regular assessment throughout. 8 9 Deputy Headteacher’s Report English Department

Thank you all for taking the time to development plan and build on the excellent teaching which already have a good look at our prospectus happens around our academy. The English department continues to be and for considering Saint Benedict successful and thriving with excellent Catholic Voluntary Academy Being confident in reading and writing are central skills for success as for your child’s education. Our an adult. We are putting in place new strategies this year to support results across the Key Stages. children only get one shot at this any student who comes to us with a reading age below their actual most important time in their lives age and to support those who need help with numeracy. These, known and it is so important to get it as our Golden 7 and Golden 8 programmes will enable all children to right. As well as being Deputy make great progress with us and are aimed at ensuring no-one gets Headteacher, I have the very left behind. In addition to this we also know that we have some of the privileged position of also being a brightest young minds in the country studying here at Saint Benedict parent of children at the academy and have introduced, the Young Writers award which has culminated and I have seen first-hand how the in the publication of our book ‘We are Writers’ which showcases some opportunities my children have outstanding pieces of writing from across the year groups. This and Key Stage 4 had here, as well as the excellent many other new strategies will be aimed at stretching the most able teaching they have received, have and allowing the talents of all of our children to be showcased. Year 10 allowed them to really fly. We have sought to broaden the experience for all of our children Year 10 follow the AQA GCSE English or English Language syllabus. This We continually strive to ensure extending activities out of school for every age group. From our Year involves the study of varieties of spoken language, Shakespeare and writing that every child who becomes part of our community is given the 7 Pilgrimage to Walsingham and their annual trip to Paris to our first for specific genre, audience and purpose. Year 10 are entered for their highest quality of education, can share in some wonderful and life Duke of Edinburgh Silver award group going on to commence the Gold English Language exam in the summer term. Those who study English are entered for their exam in the summer of Year 11. Pupils are tested on their enhancing experiences (both in and out of school) and can go on to Award for the first time in the academy’s history. The production of the Key Stage 3 become all that they can be in life. As a Catholic academy, we have the most spectacular school show I have ever witnessed, sports teams ability to speak and listen in given contexts, reading and writing. 60% of the unique opportunity to ensure all of our Children grow up living out the which reach local and national finals; there is something for everyone GCSE is comprised of Controlled Assessment tasks which are undertaken Key Stage 3 pupils follow the National Curriculum, which is planned Gospel values in their day to day lives, helping them to be successful in school time. The other 40% is based on an examination which focuses and we are always looking to widen the experience. around a range of theme-based modules of work. These themes cover as adults and showing them how to find love and happiness in the on non-fiction and functional English skills. Novel and Narrative, Drama and Poetry as well as Literature from world. We recognise that working in partnership with our parents is Other Cultures. Literacy and language skills also play a prominent part Year 11 extremely important. We rely very much on the feedback you give us in lessons over the Key Stage. One theme in Year 8 covers poetry from We were delighted when Ofsted visited us in November of 2012 and through the annual survey you complete and one of the areas you World War 1, which this year proved to be very successful and engaging judged the school to be ‘Good’ in every category, with elements of our have been asking us to work on is communication. We are continually for pupils. It was rewarding for staff to see pupils of all abilities produce Following the successful completion of GCSE English Language in Year 10, work judged to be ‘Outstanding’. We do however recognise that we looking to improve our website and are constantly reviewing the excellent individual work which showed a clear understanding of the most pupils are entered for English Literature in Year 11. This involves the are still on a journey and that there is still much to do and we want regularity and quality of the ways we report to you and keep you realities of the life of soldiers and civilians of the time. Trips to the study of Drama, Poetry and Prose. The school is committed to ensuring nothing but the very best for our children. As delighted as we are with informed. We will be looking to establish a Saint Benedict Parents’ Staffordshire Regiment Museum and the National Memorial Arboretum that as many pupils as possible make at least three levels of progress the progress we have made, we are now looking to our next steps as a Forum over the year ahead in order to give parents a say in how we provided students with the opportunity to further reflect and enhance from the end of KS2. Those pupils who do not attain this goal have the community to become outstanding, not just by Ofsted’s measure, but run things as well as a chance to get involved in fund raising activities. their understanding of the subject matter. Shakespeare always proves opportunity to study the English course, which combines elements of in the eyes of everyone with a stake in the academy. popular and Key Stage 3 pupils have the opportunity to study some of English Language and English Literature. This ensures that all pupils have We know that by choosing Saint Benedict for your child you will Shakespeare’s most memorable plays, ranging from the histories such as the opportunity to reach their potential. The department strives to ensure Becoming an Academy has enabled us to work far more closely with receive the best possible school experience for them. To all those of ‘Henry V’ to the comedies such as ‘A Midsummer Night’s Dream’. Year 9 that lessons are diverse, interactive and engaging. our Partner Primary schools and over the coming years we wish to you who have done already can I say a sincere thank you. The support students have been given the opportunity to see Shakespeare performed build on this, strengthening our Catholic Community across Derby and you give us is vital to our success and I look forward to working with at The Globe Theatre in London. This authentic experience has offered an Year 12/13 Derbyshire. you all to achieve the very best for our children over the year ahead. extra dimension to the study of Shakespeare. Year 12 are taught how to adopt The quality of Teaching that every child receives is essential to their Kevin Gritton The “We are Writers” competition proved to be a big success for KS3 a new, more independent style success and our core business as an academy. We will be continuing pupils this year. Pupils had the opportunity to write a short story of of learning and how to manage a to make Teaching and Learning the central part of our academy Deputy Headteacher 500 words which was then entered for the competition. A number of more complex workload, including Saint Benedict pupils had their work published in a collection of the their own research. short stories. It was a joy to see so many of our talented youngsters in print. The book was on sale in the Library which was sold to a number English Language students explore Year 5 Open Event of parents and pupils; teachers and well wishers. Well done to everyone a wide range of texts, not only from who took part. a linguistic viewpoint but also from a socio-cultural context. They also Year 9 has been reviewed in light of the new GCSE English qualification. study speech, with a particular Pupils will commence their GCSE preparation from the beginning of focus on language acquisition. the academic year. Functional English will be taught via media, fiction Literature students develop their and non-fiction in preparation for the examination unit of the course. critical skills by studying a range of Shakespeare and a study of the diversity of spoken language will also be poetry, prose and drama. undertaken. The focus in Year 9 will be on developing the skills necessary to navigate their GCSE, which the majority will begin in Year 10. We also offer the opportunity for pupils to re-sit GCSE English in Year 12 for those who wish to improve their grade to a C or above. This year special Our Year 5 annual Open Evening event is held in June, to which Year 5 students who may This year has seen the KS3 Awards for Excellence and Improvement provision has been put on for those pupils who will be in Year 12, but who in English become embedded in the culture of English. These awards have not yet attained a C grade. Those pupils studying for Level 2 will be interested in applying to Saint Benedict are invited. aim to recognise outstanding academic achievement and progress in have the opportunity of attending lessons on a more structured basis as English. Each term, the two most deserving pupils from a year group GCSE will form part of the ‘options’ block on offer at Saint Benedict from September 2013 onward. It is an opportunity for parents and students to familiarise themselves with our academy, and with our staff, by taking part in a range of were recognised and rewarded for their talent and industry. It was indeed interactive activities within the different curriculum areas. Further opportunities are provided with our Open Day Tours in September and pleasing to see so many talented youngsters collect their prize and listen to the applause from their peers during the celebratory assemblies. In Year 13, pupils balance coursework tasks with the study of a variety of October where pupils take a guided tour of the academy and are able to see lessons in action. literary and non-literary texts and critical frameworks such as Marxist and Feminist literary criticism. Literature students have the opportunity to select texts as a basis for coursework, along with the study of Poetry and Drama. It is always rewarding to see a range of imaginative, thoughtful coursework from pupils. 10 11 Sports Department Advanced Level Courses Duke of Edinburgh As of September 2013, students who wish to continue to study PE, The D of E award scheme has been running at Saint Benedict will follow an OCR Cambridge course which is vocational and more Catholic Voluntary Academy for over 15 years and over the last commonly known as a Cambridge TEC. This course initially will be couple of years the way the award is delivered in the Academy has an Introductory Diploma and comprises of four mandatory units. changed, as we are now a directly licensed centre. This means we The course is a Level 3 course and UCAS points are accredited. are responsible for the delivery of the award at all levels. We have There is an opportunity to study more units and obtain a higher been running the Bronze Award successfully for over 15 years qualification. and have recently started running the Silver, with our first cohort completing their awards this summer. The Gold award is being Derby City School Sports Partnership offered to all our post 16 students from September 2013. Saint Benedict Catholic Voluntary Academy has been part of the Derby City School Sports Partnership, but with the changes What does it involve? brought in by the government the Sports Partnership has been The D of E award is split into 3 levels Bronze, Silver and Gold. dramatically scaled down. We have continued much of our work Young people are allowed to enrol on the course from the age of with our primary feeder schools by having one of our PE teachers 14 for Bronze, 15 for Silver and 16 for Gold. At all levels of the take on the role of School Sports Co-ordinator. In doing this it has award young people have to complete 4 areas for Bronze and been possible for us to continue to provide leadership experience Silver Skill, Physical, Volunteering and expedition. At Gold the for our Young Sports Leaders, and provide sporting opportunities young people have to do the same as this but they also have to Sport is a high priority at Saint Benedict Catholic Voluntary Academy with the Physical for Key Stage 2 children. undertake a residential placement too. Education Department being staffed by 5 extremely well qualified teachers. Extra Curricular Activities How do I get involved? The department leads a variety of activities where the students If you would like more information about the D of E award at can extend their abilities outside the core curriculum. These Saint Benedict Catholic Voluntary Academy please attend the mainly take place in after school sessions. The numerous information evening for young people and parents in December. Our facilities include a purpose built Sports Key Stage 3 clubs are run through the enthusiasm of the PE staff: Netball, You can also have a look at the D of E website at www.theaward. Hall with 3 badminton courts, basketball, Trampolining, Hockey, Football, Cross Country, Athletics, org or get in touch with Mr Robinson who is the D of E Manager at Through our programme in KS3 we encourage all students to Rounders, Fitness - to name a few! Saint Benedict Catholic Voluntary Academy. netball and volleyball court, a multi-gym, become more expert in their skills and techniques by applying them Athletics Day to different activities through a safe, co-operative environment. Saint Benedict Catholic Voluntary Academy has been very gymnasium, hard play area for netball and This is a well established event in the school’s calendar. Athletics We also endeavour to teach students to learn and appreciate how successful in sport at local, county and national levels with teams extensive playing fields with football and rugby. Day provides an opportunity for students to represent their to enjoy an active and healthy lifestyle. In order to achieve this, regularly competing with considerable success in the City, Area, House in a variety of athletic events. Incorporated into Athletics Our newest facilities include a 3G astro-turf the lessons are well structured, challenging and enjoyable. Pupils County leagues and tournaments. This year our Year 11 boys Day the Enhanced Resource Base also runs a paralympic-type follow a full range of activities from the areas of games, gymnastics basketball team won the county cup for the fourth successive year pitch which accommodates up to national event. Athletics Day is a whole school event and is a great visual and athletic activities which meet the requirements of the revised and were undefeated in all of the local league matches. In the advertisement for the PE Department and the school. standard hockey, a 60 metre sprint area, long National Curriculum Orders. National Competition, the team won every game comfortably and

jump and high jump areas. There are also new progressed to the Final Fours for the third year. They finished in changing rooms to go with these facilities. Key Stage 4 third after losing in the semi-finals to the eventual winners. A 400 metre athletics track and 3 rounders In KS4 the students have 2 hours a week in Year 10 and 1 hour a Sports Leaders pitches are marked out in the summer. week in Year 11. Our KS4 programme allows the pupils to follow The department runs it own sports leaders course through ‘structured options’ enabling them to tackle more complex and the Year 10 curriculum. It provides an ideal starting point for Curriculum demanding activities and giving them confidence to get involved young people who wish to develop their sports leadership in exercise and activities out of school and later in life. The pupils skills. Successful candidates receive a certificate which can be Physical Education is taught to all pupils in Key Stages 3 and 4. study at least one outdoor game and one indoor activity in depth included in their national Record of Achievement, and they have In Years 7 to 10 students receive 2 hours of Physical Education together with courses in health related fitness, and sports leaders. opportunities through the Leadership Academy and School Sports per week, whilst in Year 11, students receive one hour of Physical In Year 11 students are given the opportunity to opt for an activity of Co-ordinator to continue developing their leadership skills. Education per week. Classes are taught mainly in single sex their choice. This allows them more control over their learning and groups in Key Stage 3. The P.E. curriculum over the year is encourages continued participation. divided into eight 4 week blocks. This allows more continuity in the activities than the traditional half term divisions, as students study Exam Courses - GCSE one activity for both lessons throughout the 4 weeks. In Year 10 students have two hours a week (one hour theory, one The Department operates a policy of access and participation for hour practical) increasing to three hours in Year 11 (one hour all; although not all pupils follow the same activities, opportunities theory, two hours practical). These lessons are in addition to are given to both boys and girls to participate in similar activities their core P.E. lessons. Students are examined in four practical such as football, hockey, basketball, netball, sports education, activities with an analysis of performance section (60% of the total volleyball, badminton, rounders, cricket, gymnastics, athletics marks) and a theory paper (40% of the total marks). The course is and cross-country running. Health related fitness is a key area extremely popular and very well supported. Our results for GCSE that runs as a strand through all activities. Dance is taught as part have been outstanding, with all students gaining a pass. of a combined arts programme and is not taught within physical education. 12 13 Sports Day Year 7 & 8 iLearn

Year 7 and 8 iLearn

The cross-curricular nature of the Year 7 curriculum allows students to engage with lessons through a creative medium while exploring traditional subjects through theme rather than subject. Students are timetabled for 20 hours every two weeks and under the guidance of a personal tutor, this increased contact time supports the transition between primary and secondary education. This allows students the security and familiarity to develop in confidence, in addition to giving the tutor both academic and nurturing responsibility for students within their group.

The iLearn curriculum aims to develop students’ Personal Learning and Thinking Skills. These skills incorporate the proficiencies necessary for individuals to learn and achieve both in and outside the classroom.

There are 6 different Personal and Learning Skills assessed: be assessed against National Curriculum standards in History, Geography and R.E. There will also be a major focus on Literacy • Creative Thinker and Numeracy together with an introduction to Engineering. • Effective Participator • Independent Enquirer The investment placed in this type of learning and the generous • Reflective Learner allocation on the timetable, has resulted in a far more interactive • Self Manager • Team Worker approach to learning than would normally be possible. Visits by Year 7 to Darley Park, and the Galleries of Justice to name a few, Although designated a particular tutor, students also rotate around as well as inter group challenges and Disability Awareness week have really enriched the learning experience for students.

In Year 8 pupils are organised into groups which closely mirror those from Year 7 although changes may be made dependent on ability. All Year 8 pupils have one key tutor who is responsible for their iLearn time and acts as a mentor for each pupil. Reflecting the Year 7 curriculum, pupils are rotated around 4 tutors based on a theme, with a similar focus on the subjects of Geography, History, Engineering, R.E. but with an additional input of I.C.T.

The great advantage of this methodology is that the week can be organised in a more flexible way enabling visits, gatherings and extended tasks to take place more easily.

These curriculum developments were originally supported by Creative Partnerships, who helped us to create our vision of engaging and enthusing pupils to be successful learners. Since then we have developed a new strand ‘Gateway to Engineering’ which will give all Year 7 and Year 8 pupils a great insight into some engineering design and building work.

Throughout the year the teaching teams have worked tirelessly writing new material, refining procedures and nurturing their pupils. They look forward to continuing this 3 other teachers every two weeks. In a particular rotation, students are able to develop both knowledge and skills connected through process next year. a single theme. During these rotations, students will study and

14 15 Design & Technology Department Staff believe that learning should be fun, and to this extent our work is Coursework will consist of 2 core, 2 mandatory and 4 specialist units. carefully structured to provide an interesting and enjoyable experience This BTEC First Certificate has units that are marked internally (school) for all. The courses we offer have been carefully selected to give our and 2 units externally marked (Edexcel). students considerable choice and as much control over learning and project outcomes as possible. This provides both male and female Core Units: students with meaningful ownership of their work. • Construction Technology (This unit is externally marked) During Years 7 and 8, pupils undertake design and make projects • Construction and Design carefully selected to give them experience of working with a wide range (This unit is internally marked) of resistant materials and associated technologies such as Electronics and Computer Aided Design and Manufacture. Mandatory Units • Scientific and Mathematical Applications for Construction The Design and Technology curriculum in Year 9 has been modified to (This unit is internally marked) give pupils a flavour of the GCSEs that are available to them in KS4. • Sustainability in Construction They will experience short courses from Product Design, Construction (This unit is externally marked) and Engineering. This should allow pupils to select the most appropriate Design and Technology course from their pathways option Optional Units will include booklet. • Construction Drawing Techniques • Exploring Carpentry and Joinery Principles and Techniques At Key Stage 4, pupils have the opportunity of selecting courses ranging • Exploring Brickwork and Blockwork Principles and Techniques from vocational to the more academic. • Exploring Plumbing Principles and Techniques (All the above units are internally marked) Product Design BTEC First Award in Engineering This course has been designed to encourage students to be able to design and make products with creativity and originality, using a range This subject provides a coherent, satisfying and worthwhile course of materials and techniques. of study for pupils through the design and making process using a systems approach using electronic products. The assessment of Students will undertake a single design and make activity which they candidates includes both practical capability in Design and Technology select from a range of board-set tasks. The tasks will enable each and the knowledge required to understand electronic principles student to focus on a design area and material that interests them. with projects being undertaken based on pupils own choices and They will produce a concise design folder which should consist of needs. Past projects have included such items as alarm systems, approximately 20 pages of A3 paper. timing circuits and interactive toys. The syllabus has a significant mathematics and physics content and students should be following Students will work from a design context and gather information to higher mathematics at GCSE if they are to cope with the demands of help them research into their chosen area. They will then produce a the course. GCSE Certification is gained by AQA examination paper range of ideas which will be developed into a final design proposal. 40% and practical coursework 60%. Once this has been decided students will then make, test and evaluate their product. The quality of the work undertaken is extremely high, The course is designed to give pupils the option of undertaking two with projects ranging from traditional furniture and engineering type qualifications at the same time. The primary course is Edexcel BTEC projects to gold and silver jewellery. in Engineering. Pupils who excel will be encouraged to sit the PLTW examination which is based on a tried and trusted course from America Students will develop skills in graphic techniques, presentation, and is backed by large industries and universities both in the UK and product analysis, manufacturing and evaluation. GCSE Certification USA. is gained by AQA external examination paper 40% and practical coursework 60%. You will explore various technology systems and manufacturing processes and learn how engineers and technicians use Maths, Science As well as gaining subject knowledge Pupils will learn about industrial and Technology in an engineering problem solving process to benefit practices in the following areas: people.

Materials and Components: To make the most of this course, pupils should have a good Metals, plastics, timber, ceramics, new materials, electronic understanding of mathematical and scientific principles and will components and modelling materials. probably be in top to middle sets.

Design and Market Influences: The main areas of study in this course are: Product Development and Marketing, Human factors, Sustainability, Safety and Packaging. Unit 1 — The Engineered World Unit 2 — Investigating an Engineering Product Processes and Manufacture: Unit 8 — Electronics Circuit Design and Construction Product Manufacture, Methods of Production, Manufacturing Systems and use of ICT. Within the course you will also develop an understanding of the different types of engineering and have the opportunity to improve your Edexcel BTEC Level 1/Level 2 First Certificate in communication, testing and design skills. Construction and the Built Environment (Pupils may follow a First Award which has only 4 Units chosen In this fast moving world we live in, technology is playing an ever increasing role. The Design & Technology Department from those listed below). At Key Stage 5, courses at AS level and A Level GCE in Product Design are also strives to encourage students to take up the challenge of shaping their environment by introducing them to good design The BTEC First Certificate will give you a broad, practical experience of the construction sector and will help you to decide which occupation on offer. practice and meaningful technological experiences. In order to fulfill this goal, students are introduced from the outset to a you prefer. It will give you some experience from a range of practical disciplines and hence a good start to your career specific training. well equipped and resourced Design and Technology area which is under constant review.

16 17 Food, Health And Human Development Department Digital Technology Education Department

Food Technology

In Years 7, 8 and 9 students have fortnightly lessons in a wide variety of topics relating to Food Technology. Students study and develop skills in designing and making, cultural understanding, creativity and critical evaluation. They are encouraged to combine practical and technological skills with creative thinking to design and make products that meet lifestyle and consumer choices.

Each year, students start challenging projects that enable them to learn new skills and processes as well as research new topics. Each project is designed to allow students to enhance their skills and provide an opportunity to design and make a high quality product.

During Years 7, 8 and 9, students will gain a solid foundation in all aspects of Food Technology, Nutrition and Food Hygiene which they can transfer and develop into the GCSE at Year 10 and 11 and then A level in the sixth form.

In Year 7 the work focuses in particular on enabling pupils to gain experience and develop basic food preparation skills and a basic knowledge of food hygiene and safety. As part of their work in Year Health and Social Care 8 students study healthy lifestyles and learn how to adapt recipes to follow healthy eating guidelines. They then use this knowledge Health and Social Care is delivered through work-related contexts, to plan dishes and recipes for various client groups. Work in Year 9 allowing students to develop an understanding of the diverse and ‘Digital Technology’ encompasses both IT and Computing. We cover both skills and concepts as varied as complex nature of the Health and Social Care sector. particularly focuses on designing and making products for current robotics, web design and word processing skills. market trends and different social, cultural and nutritional needs. Key Stage 4 GCSE is offered over a two year course. It comprises of 2 DTE is all about presenting information, processing data and creating instructions that we can get a computer At Key Stage 4 the department offers Food Technology as a popular units of work: to follow - making life easier for us. We acknowledge that all students need to be able to use computers to help and successful GCSE option. The course is assessed by 60% controlled them with their work in school and in later life. Some students will then want to specialise in the study of an assessment which requires students to complete two portfolios; one • Unit 1 – Understanding personal development and relationships in Year 10 and one in Year 11. The remaining 40% is assessed by an • Unit 2 – Exploring health, social care and early years provision area of IT or Computing (which is slightly different) so we offer courses for them too. Activities include games

examination which includes topics on: hygiene and safety, diet and programming, animation, building systems and data processing. nutrition, product analysis, new product development, industrial The method of assessment for Unit 1 is a written examination of 75 manufacturing and sustainability. Students follow the OCR Design and minutes. Unit 2 is the production of a controlled assessment portfolio Technology: Food Technology specification. under controlled conditions. It is expected, and necessary for success, Key Stage 3 Key Stage 4 and 5 that research for Unit 2 is carried out in the students own time. Aims: Aims: AS and A2 Food Technology is offered as an option in Key Stage 5 • To ensure that all pupils understand why IT is useful • To develop skills in using computers for later life following the AQA Design and Technology: Food Technology course. As At Key Stage 5 AS and A2 level are offered as option choices for A level • To have the skills they need to use IT to help them with their • To allow students to specialise in studying digital technology in part of the GCSE and A level courses all students have the opportunity study. Students choosing to study Health and Social Care at A level are schoolwork either a practical or academic style to gain certificates in Basic Food Hygiene and Food Nutrition and not required to have studied the subject at GCSE, but do need to have • To begin to understand how computers can be programmed Healthy Eating. the correct entry qualifications for the Sixth Form. Students wishing to continue with an academic study of a DTE The method of assessment is the production of reports/coursework Pupils following our iLearn curriculum use digital technology as subject can take a GCSE in Computer Science which allows them to Child Development and written examinations. part of their studies. Many themes involve the use of computers. For develop expertise in programming and gain an understanding of how example, in a ‘Space’ theme, pupils simulate robotics by programming computers work. Projects might include mobile ‘app’ development or Child Development is offered as a GCSE Option subject where In Year 12 students are expected to attend a care setting placement instructions on a computer. Although this is taught as part of the game design. They can then decide to continue to study Computing or students have the opportunity to gain experience and study all aspects from September to February for two hours once a week. The iLearn curriculum, the DTE is managed and tracked by the DTE IT at A Level. of a child’s development from conception to 5 years old. Students experience gained is used to support two of the units of work. department. For students who would like to study a practical course, we offer two follow the OCR Home Economics: Child Development course which ‘hands-on’ style courses. Students who would prefer to get more includes studying topics on puberty, conception, development of the Health professionals, experts, and people with life experiences are This experience is enriched with additional DTE lessons in Year involved in servicing computers or in building networks can enrol foetus, care in pregnancy, birth and care of the newborn baby and the used to enhance the learning experience in the classroom. 7 focused on making the best use of the academy network and on our ‘Systems Development’ course. Students who would like to development of children up to 5 years old. Students are required to online resources. In Year 8, the digital technology part of the iLearn develop their software skills can enrol on a ‘Software Specialist’ complete three short assessment tasks in Year 10 which account for From studying ‘A’ level, Health and Social Care students move into curriculum is taught by DTE specialists and the curriculum is course. 30% of their final GCSE grade and then one in-depth study on a child a diverse range of careers in all aspects of health care, law and enhanced with content that begins to prepare pupils for specialist All students will continue to use ICT to help with their learning in most in Year 11 which accounts for another 30%. The final assessment is by criminology, social work, environmental health, police, armed forces, study of DTE subjects in Key Stage 4. In Year 9, pupils have DTE academy subjects both in Key Stage 4 and Key Stage 5. way of an exam at the end of Year 11. counselling and teaching - to name just a few. lessons aimed at expanding their experience of computers into areas they may not have encountered before such as music. Mr Miles Director of Learning for Digital Technology Education 18 19 Maths Department Sixth Form

We endeavour to foster interest and success in Key Stage 5 Sixth Form Mathematics for all. Pupils are encouraged to reach In Year 12 students can choose from Mathematics, Further Mathematics, We have the highest expectations of our sixth form students, who their full potential and to develop skills in numeracy, Use of Mathematics or GCSE (Resit) Maths courses. are recognised as young adults and treated as such. reasoning, investigation and communication. Lessons are taught in 8 dedicated classrooms, each with Mathematics comprises three AS modules in Year 12; Core 1, Core 2 and Along with the traditional values expected to be part of life in Decision 1. Assessment for each module is by a written exam. an academy sixth form come new responsibilities, a new set an interactive data projector. There is also a small of privileges and a need to learn to balance the enjoyment dedicated computer room. These three modules can be cashed in at the end of Year 12 for an AS of privileges against the self-discipline necessary to achieve level or students can continue until the end of Year 13 for a full A level personal and academic goals. We have a wealth of experience within the department which includes two with 6 modules. Those continuing into Year 13 will study two further teachers who were assessed as Advanced Skills Teachers. core modules, Core 3 and Core 4 and another applied module, either As senior members of our academy community, we expect sixth Mechanics 1 or Statistics 1. Again, assessment for each module is by form students to set the highest standards for younger pupils written exam. to follow. Our students are given opportunities to be actively Key Stage 3 involved in tutor time, house activities, whole academy and year ‘Decision’ is an especially useful Foundation module for any student who group activities and to play an important part in the life of the Our current scheme of work covers the four main areas of the National will have to make quantitative decisions during their career. ‘Mechanics’ academy. Students are supported and encouraged to aspire to Curriculum (Number, Algebra, geometry and measures and Data tends to be suitable for students taking Physics or Technology and positions of responsibility within their houses and whole academy, Handling) and ranges from levels 2 to 8. ‘Statistics’ for students taking Biology, Chemistry, Geography, Psychology for example, by their representation on and potential leadership or Business Studies. of the Academy Council/ECO Schools and Charities Committee. In Year 7 pupils are taught Maths in their mixed ability ‘ILearn’ groups. The Head Boy and Head Girl are chosen by the Headteacher, In Year 8 they study Mathematics in five ability sets. There is regular Further Mathematics through their participation in the many opportunities available, movement between sets throughout the year to reflect the individual which include voluntary work undertaken with younger pupils and In Year 12, students will study Further Pure 1, Mechanics 1, and Decision nature of a child’s progress. involvement in the musical and dramatic activities of the academy. 2. In Year 13, students will study Further Pure 2, Mechanics 2 and The work taught in lessons is reinforced through a once termly open Statistics 2. Assessment for each module is by written exam. As with Our sixth form facilities are excellent, with modern and top quality ended investigation which allows pupils to apply the skills learnt in a the A-Level Mathematics options, the three modules from Year 12 can be computer study facilities, including data projectors and media range of real world contexts. cashed in for an AS Level or students can continue until the end of Year PCs, an internet café and a common room. The complex is staffed 13 for a full A-Level. by a full-time sixth form co-ordinator who is there for the students ILA’s in Year 7 and Year 8 comprise of exercises set during the year all day and every day, supported by sixth form supervisors. from a ‘workbook’ which pupils take home for a week at a time. The Use of Mathematics exercises broadly relate to the mathematics currently being studied. The sixth form course information brochure, which is available This work is then revisited, following an initial marking, for pupils to This course is offered in Year 12 by studying three modules giving an AS from the academy, gives further details about life in the sixth form make improvements based on the advice given. Instructions are posted level. They are:- and specific information about what is involved in studying the on BOODLE on the academy website. Each pupil is aware of their end of wide range of subjects or courses we offer. year target and this, along with their current levels are sent home each Algebra and Graphs half term. Data Analysis We positively welcome applications from students at other Decisions schools who wish to continue their education in a school/ academy environment and want the Catholic education we offer. Internal examinations take place during each term, where pupils’ Year 13 offers a further three modules delivering a full A level performance and ability are formally assessed and recorded, with any We are not restricted to Catholic applicants and we already have qualification as follows: necessary set changes made at the end of term. many students in this category. The Governors are committed to Calculus providing the best facilities for advanced study in an assured and Mathematical Applications established sixth form. If you would like further information or Key Stage 4 Mathematical Comprehension wish to arrange an informal interview, please contact Jean Sands, our Admissions Officer, on Derby 557032 or by email Key Stage 4 begins in Year 9 with pupils being taught in five ability sets in ‘Use of Maths’ differs from the conventional A level in that all of the to: [email protected] preparation for the linear GCSE in Mathematics. There are three Higher Mathematics studied is placed in the context of a real world situation. groups and two Foundation. The content of Mathematics studied is the same as for any Mathematics If there are any questions that come to mind or you have any A level. doubts as to your suitability to study a particular subject, or at The course is divided into four parts; Number, Algebra, Statistics a particular level, then do not hesitate to ask an appropriate & Probability and Geometry & Measures. Each part is assessed by Challenge member of staff. All applicants will be interviewed by a senior examination during Years 10 and/or 11 at either the Foundation or Higher member of staff to discuss the choice of subjects and ensure that levels. Each year some of our best mathematicians take part in the United Kingdom these are in the student’s best interests. It is, however, realised Mathematics Challenge run by Leeds University. Over 400,000 pupils that students may (and almost certainly many will) change their Our schemes of work also include opportunities to explore the functional across the UK are entered. Congratulations go to all students who rise plans when the GCSE results are published and the final decisions side of Mathematics; allowing pupils to understand its place in the real to the challenge, especially those who received Gold, Silver and Bronze as to the subjects a sixth form student will take are not made until world. awards and those very few invited to take part in the International GCSE results become available in August. Olympiad. Independent learning is set for an hour a week throughout Key Stage 4. Students are helped to recognise future opportunities, develop Following an initial marking, this work is then revisited to allow pupils a We subscribe to a website called ‘MYMATHS’. Each pupil has their own their skills and decide which direction to take to put future career chance to work on areas for improvement. unique login. Work is self-marking but is assessed by the teacher using plans in place. We have a dedicated Careers Advisor to provide a web-based management tool. The great advantage with this system support, advice and guidance and students who decide to make All pupils sit two examinations, one non-calculator and one calculator is that pupils experiencing difficulty with the Maths topic can access the UCAS applications, receive full guidance within the academy and paper, each worth 50% of the final grade. There is an opportunity to take relevant online tutorial and try again. from staff associated with our linked universities. All staff aim to the examination in Year 10 and in Year 11. Pupils are entered when it is assist students in their development as well-informed, educated, judged to be the optimal time for them to achieve their full potential. We recommend you visit the site which could help you support your child young people who are a credit to their family, the academy and to in their Maths education. society. Any pupil who achieves their full potential by the end of Year 10 will then be given the opportunity to take a GCSE in Statistics. This course consists www.mymaths.co.uk - username: stbenedict - password: circle And finally …..…time spent in the sixth form is a challenge and an of one examination, worth 75% of the overall grade, and one piece of opportunity for young people. We expect our students to be both controlled assessment, worth 25%. This course is examined at the end of willing and eager to put the fullest possible effort into their studies Year 11. and to take advantage of the opportunities open to them.

20 21 Science Department

The highlighted units in the table above have an external examination Post 16 Studies worth 25% of the final qualification. All other units are portfolios of The department offers AS and A2 courses in Biology, Chemistry and work that the students can continue to improve as their skills grow Physics. Each group is taught by well qualified and enthusiastic subject throughout the course. specialists. We offer a BTEC Level 3 Subsidiary Diploma in Applied Science to Principles of Applied Science provide a more vocational approach to studying at this level. The Unit 1: Principles of Science subsidiary diploma is equivalent to one full A-level and is a two year course. Unit 2: Chemistry and Our Earth Unit 3: Energy and Our Universe All Science subjects at this level have eight lessons in Year 12 and ten lessons in Year 13 per fortnight. Unit 4: Biology and Our Environment

Application of Science

Unit 5: Application of Chemical Science Unit 6: Application of Physical Science Unit 7: Health Applications of Life Science The Science Department comprises of 8 full size laboratories and 2 smaller laboratories, all of Unit 8: Scientific Skills which are equipped with data projectors. The staff is made up of thirteen science teachers and four laboratory technicians.

Key Stage 3 – Years 7 and 8 During Year 9 all students will follow the AQA GCSE Science A specification. This will continue into the first term of Year 10. The scheme used at Key Stage 3 offers opportunities for pupils to Following a Mock Exam for this course, students will be divided into explore all areas of science, placing the work in the context of other three tiers: areas of study in the curriculum. The programme of study has been B1 C1 P1 adapted to complement the work that students carry out during Science A CAU1 iLearn lessons. Additional B2 C2 P2 CAU2 Science B3 C3 P3 Dual Sciences

CAUB2/3 CAUC2/3 CAUP2/3

Biology Chemistry Physics Triple Sciences

CAU are controlled assessment units and replace coursework. The two BTEC qualifications have been accredited by Ofqual and each is equivalent to a GCSE. The course allows a more vocational approach to the study of Science.

Key Stage 4 – Years 9, 10 and 11 During Year 9 all students will follow the AQA GCSE Science A specification. This will continue into the first term of Year 10. Following a Mock Exam for this course, students will be divided into three tiers:

Triple Science: Three GCSEs in Biology, Chemistry and Physics Dual Science: Two GCSEs in Science and Additional Science BTEC Science: Two BTEC First Awards in Application of Science and Principles of Applied Science 22 23 Creative Arts Department in a related career in the hairdressing sectors. We are also excited to Amongst the many other performances offer the new Level 3 qualification ‘Hairdressing and Media Make –Up’, In KS3 the Creative Arts Department covers the Visual Arts subjects of Art Media Studies our students took part in, the Dance for Year 12 wishing to do hair and beauty as an option alongside other A and Textiles and the Performing Arts subjects of Dance, Drama, Music. This academic year has seen the Media department’s talent shone through in level subjects. They will also study industry related business management When pupils reach Year 9 they will also study Digital Media for a year and Studies department go from strength the academy’s annual dance show. The and events management in addition to exploring image and media within they will start a course in Expressive Arts with most pupils sitting the GCSE to strength. After the successful evening was a great success it involved the hair and beauty sector. The Diploma does not qualify candidates as a examination in this subject in Year 10. This course allows pupils to use the implementation of the OCR A level exam performances from Years 10, practicing Hairdresser or Beautician, focusing instead on the skills and skills they have built up in the discrete subject areas and apply them within we are continuing our ambitious and 11, 12 and 13 Dance and Performing qualities necessary to pursue a related career within the hair and beauty the context of an overall theme. progressive course development by Arts students and performances from sectors. introducing the OCR Cambridge Technical the extra-curricular and KS3 dance At KS4 all the discrete subjects named above, are offered at examination in Media Studies. This not only retains groups. Not only did the students Performing Arts the rigour and quality of the existing A level. The list is extended by the addition of a BTEC in Performing Arts and showcase a wide variety of styles but Drama has thrived this year! Year 10 Performing Arts students have level, but allows us to offer in addition, a Hair and Beauty. At KS5 - again all subjects are offered but the Performing included examples of repertoire from successfully created and performed a devised piece of Theatre in Education more highly skilled-based and focused professional dance works and student’s Arts course then becomes a GCE A level course and a second Dance, for primary schools, showcasing their talents and hard work. Year 12 qualification with additional discreet own choreography. Drama, Music combination subject called Performance Studies is also an Drama students were involved in a range of productions from the abstract pathways. These include traditional print performance of ‘Five Kinds of Silence’ to the moving performance of A-Level option. One final A level which is offered in conjunction with the media, radio, sound, television, film, Year 10 Dance students performed a ‘Memory of Water’ and ‘Steel Magnolias’. Year 13 Drama students created English department is that of Media Studies. animation and gaming. variety of their own choreographies at moving performances which focused on the stimulus of ‘Derby Asylum’, the Year 5 open evening; they were a and audience members were astounded at the level of creativity and the Throughout the year the department stages many shows, concerts and This year students continued to produce a wide variety of exceptionally real inspiration to the next generation clear influence of style that had been drawn upon. exhibitions details of which can usually be found on the RLT website and high quality work in a range of media including print, film and radio. To of dancers at Saint Benedict. tickets can always be purchased online. support the students’ development of skills and nurture their enthusiasm Year 11 Performing Arts students successfully performed in two pieces A2 students embarked on a media trip to London which included a tour of Y12 Dancers had a full day intensive workshop with Khyle Eccles a of theatre; ‘The Last Resort’ which was a physical theatre piece set in a the BBC Television Centre, a visit to the BBFC and a workshop in media professional dancer and ex-student from Saint Benedict which inspired and Music & Music Technology traditional seaside resort, and an adaptation of the Musical ‘Peter Pan’. film production. Following on from the success of this another trip is influenced their group performances for the AS Dance moderation. Both pieces allowed students to perform to their highest ability. This past year has seen the introduction of a brand new GCSE course which planned for November which has been expanded to include a visit to the offers discreet pathways for both music and music technology students. It Warner Brother’s Studio “Harry Potter Land”, a workshop at the Guardian Hair & Beauty Year 13 Drama students went to Stratford upon Avon to see the RSC’s has been a great success, especially Newspaper and a visit to West End show. Students have been extremely as it enables students to concentrate production of Hamlet as part of their study for the A2 Written exam, and successful, taking part in the fifth on their musical creativity rather than were inspired by the outstanding performances and motivated to delve In our commitment to keep up-to-date with the constantly evolving media Hair and Beauty show, ‘Never ending getting caught up in the production further into the world of Shakespeare. industry standards, we have invested in a Sony broadcast quality video story’. Weeks were spent designing of paperwork! Higher numbers of camera, addition DSLR cameras, boom microphones and have continued flamboyant hair styles, outrageous students continue to enrol on this In Performing Arts, students in BTEC and at A-Level have been mounting to keep up-to-date with the latest industry standard developments in make-up and show-stopping costumes and the A level music technology productions written and directed by our own in-house theatre company - media software updated in hardware and software. We continue to use for their catwalk models, some of courses and we are happy to report a Big Adventures. These original musicals, based on the stories of Peter Pan Avid’s Media Composer for video editing, Adobe’s Photoshop and Indesign whom were also part of the design continued 100% pass rate here. and Nicholas Nickleby have helped our students to secure excellent grades for photo editing and print media production Avid’s Pro Tools for sound team. All year groups took part in the in their chosen subjects, and also to showcase their wealth of talent. recording. show, each taking inspiration from Our school radio station, Benedict FM, is broadcasting within our academy 24/7 giving students opportunities to perform live on the radio and to be an overriding theme. The pupils work The Year 13 Performing Arts ‘Showcase’ saw each candidate create involved with the production of radio shows. 2013 also brings a level 3 Dance has been of the highest standard, 15 minutes worth of performance which reflected their skills across diploma course available in Radio (as part of the new Media qualification) achieving exceptional grades within the performing arts. The pieces varied from songs, to choreography to for those students who wish to do more than just dabble! both practical and written units. The monologues. It goes without saying that the standard was excellent and Level Two and three groups have also that the students, once again, did themselves and us proud! In September 2012 the department held a very successful instrumental had a very busy year. We are especially lesson fair to encourage the take-up in the learning of musical pleased this year to announce the salon will be opening to clients (on The Year 12 Performance Studies students created devised pieces of instruments. This helped us to have a record number of new instrumental dedicated days and times) and developments are under way to open late musical theatre based on the plague in Eyam sadly due to the poor weather starters and we hope to build on this in the coming year. The academy on one of the days as we have had a great response not only from the local conditions they were unable to perform in Eyam as intended, however an continues to provide instrumental tuition on the following: all brass, violin, community but also our academy staff. One of the most rewarding images alternative audience enjoyed the piece equally in the warmth of Robert viola and cello, voice, keyboard and piano, electric and acoustic guitar, is that of our Hair and Beauty pupils representing the whole academy Ludlam Theatre! Similarly the Year 13 Performance Studies students drum kit, flute, saxophone and clarinet. at events such as Open Evening where they had to perform live salon created their own unique and original musical based on their stimulus of creations in the Robert Ludlam Theatre. the ‘The Cat and Mouse Act’. Our main school musical production of this past academic year was CATS. This show was extremely successful and as usual the music department Speaking of the theatre, as an The ever-successful “Saint Benedict Sings” took place three times this was fully involved, rehearsing the solo and ensemble vocalists and integral part of the Creative Arts year. This musical extravaganza celebrated the very talented students that providing the band which was made up entirely of students and members faculty, we have worked to support we have here at Saint Benedict. Acts involved ‘Musical Theatre Choir’, Years of staff. many of the school productions 10, 11, 12 and 13 Performing Arts and the ‘Adult Musical Theatre Choir’. throughout the year, by creating The evening was of the highest calibre and quality, featuring songs from a Other musical events included the imaginative hair and make-up wide variety of shows. Singstars performing at Sainsbury’s Dance has continued to expand and more students than ever have been designs within many themes. , they and Derby Car Auctions at Christmas, involved, with a record number of boys opting to take the subject at GCSE successfully carried out all of the As well as our Key Stage 4 and 5 examination pieces there are also lots the Brass Band playing their annual and A Level. All students in Years 8 and 9 have been lucky enough to have hair and make-up for this year’s of opportunities for pupils across all key stages to get involved with Christmas concert at Costco, and dance all year as part of the creative arts in which they have experience a production of CATS. performances within extracurricular activities, choirs, technical clubs, the Saint Benedict Choir singing at range of different dance styles, including Capoeria and Street dance. Year ensembles, drama groups and so much more. Presentation Evening and by request at 7 students have explored dance through iLearn, choreographing their own This coming year sees more change other events in the Diocese. new warm up craze! for our ever growing department. The school musical production rehearses throughout the autumn term In September we are introducing for the performances that are staged at the end of November beginning of Other new features have included the All students have also had the opportunity to participate in after school the NVQ Diploma in Hair and December, this being Seussical the Musical. introduction of a beginners’ orchestra, a keyboard club and we are also dance clubs. Dance Academy continues to go from strength to strength, Beauty Studies for Years 12/13. preparing to introduce a Steel Pan group in the coming academic year. with students auditioning for entry from all year groups. A new branch The Diploma in Hairdressing Altogether we look forward to another creative and musically packed year! of Dance Academy was also launched this year to cater for the emerging is an exciting new progression young talent of dancers at KS3. qualification for those interested 24 25 Creative Arts Department Our lovely green costs are kept to a minimum as the students are already at school, so don’t Art Design & Textiles App inventor, musical theatre choir, singstars, munch bunch, basketball, site and great need to make extra journeys. Of course the most important consideration hockey, comic club, garage club, chess, street dance and a taster session 2012/2013 has been a very productive facilities allow for is that students are accessing activities in a safe environment, with staff exclusively for students using the Enhanced Resource Base - so I think it’s year. At KS4 the GCSE Art course has plenty of sporting trained in safeguarding and child protection. At the end of the activities fair to say there is something or everyone! been particularly successful this year activities and the parents can choose to drive onto the site to collect their young people or with students attaining higher grades. PE department take advantage of the courtesy bus into Derby city as previously mentioned. Also the Entry Level Art course has Fresher’s Week 2012 as Enjoyed by Year 7 Students always run a busy thrived, using all aspects of Art and programme. The The academy is also very proud of its links with the Movement Project, Design: pottery, textiles, mixed media, September is also the time when we begin auditions and rehearsals 2012-13 provision which provides an exciting fitness and exercise project for 11-16 year olds. sculpture, painting, drawing and for our annual school musical. Everyone is welcome to be a part of the has included Table Our partnership has been on-going for a number of years and as well as printing to produce both sketch book show and for many new students it will be the first time they set foot on Tennis, Dodge providing our coaching for Street Dance and Zumba, they have offered development as well as some very creative finished pieces. our fantastic theatre stage. The Ball, football, many great activities in holiday time for our pupils. Students have the productions are always challenging Futsal, Running opportunity to enter the ‘Rock Your Body’ dance competition and yet again At KS3, Year 9 enjoyed portraiture and and lavish, but last year’s 2012 Club, Netball, this year we were fortunate to be represented as a school in the finals, at scaling up the works of ‘pop artist’ Roy show was particularly demanding, Basketball, Zumba, the Derby Assembly rooms. Lichtenstein and working in the style of as for the first time we chose an Badminton, realist artist, Chuck Close. Andrew Lloyd-Webber show - Hockey, Cross Country and Athletics. Students are also encouraged to We encourage students to take up opportunities whenever they may occur Cats! We were even lucky enough take part in interschool’s matches and competitive events and have had a and student notices will regularly contain information on local activities The annual end of Year Art Exhibition to have visits from ‘The Really very successful year yet again. The PE department also take the lead with opportunities and auditions. took place in the Lafayette Suite again, Useful Group’ who worked with our students who wish to take up the Duke of Edinburgh Awards scheme. The D exam work from students studying musicians perfecting the orchestral of E scheme is held in high regard by employers and UCAS alike and helps Every half term for the past 5 years we have invited friends old and new A-Level and GCSE in both Art and score for the school production. to show a student’s commitment and determination. from the local area, to join us for a whist drive, it is a great opportunity for Textiles was displayed. This year’s They also came to see one of the residents to see the positive side of our school and to meet and socialise exhibition was extremely successful and performances and were delighted Some of our extracurricular sessions are purely aimed at enriching the with students and staff. It really helps us to work together as a community. was commended by the examiners for with the results of our labours lives of our students and allowing them to have fun in school. Choices Our guests love to hear what we, as a school, are doing and many of the strong variety of work at all levels. and very complimentary about include the Munch Bunch lunchtime social group for nurture students, a our students really enjoy helping out at these events, and chatting with our extremely talented students. meditation group, Andy’s Angels friendship group, the Enhanced Resource the older generation. However, our greatest asset to the community is The show ran for an incredible 9 Base students club, comic and chess clubs and a ‘New Arrivals’ lunchtime undoubtedly as a base performances and involved almost group for students who are new to the country and for whom English is an for a huge cross section 200 students including performers, additional language. of activities, from sports musicians, theatre technicians and clubs, to dance classes. hair and make-up artists. Plans are As students’ progress through the academic years study will take up a The local Women’s already underway to make 2013’s larger part of their time. In an attempt to provide the best possible support, Institute, ballroom performance of ‘Suessical the the academy offers a vast range of study and curriculum support sessions and tap dancing, the Musical’ even more memorable, so in a wide range of subjects. Some sessions are held on a regular basis Derby French Circle, do book early! and some may be one off, as required. But study support is not exclusively community youth for our older students. From year 7, pupils may choose to attend up to 2 theatre, the Bach choir, Performing Arts is our academy’s homework club sessions a week, allowing access to library resources and musical theatre choir specialism and there are plenty computers. One weekly session is staffed by a team who are trained to and many more all of opportunities for students to support students with special educational needs. choose Saint Benedict get involved in dance, drama and to host their session. music. Weekly sessions of Dance When the school day Academy, Street Dance, Drama ends the community Club, numerous choirs, Garage takes over, often until club (for musicians and singer/ as late as 10pm and at songwriters) Theatre Technical weekends, all day too! Extended Services club and instrument based sessions all form part of our menu of activities. There are lots of performance opportunities for students and those opting We are delighted to be able to offer our students so many varied activities Saint Benedict Catholic Voluntary Academy is very proud of its diverse and and events, and it must be pointed out that this provision is only available action packed timetable of extra curricular activities. The range available to to take subjects at GCSE and A level will spend a portion of extra curricular time rehearsing and performing. Students who opt to take Hair and Beauty due to our very dedicated staff our students covers almost every area of the curriculum, with opportunities giving up so much of their own to excel or simply enjoy, sports, music, the arts, and all manner of social courses will also be expected to take part in the annual catwalk show and in 2013 the media students will be using their skills to develop the free time – for which we are activities. We encourage all students to try something new, or to take extremely appreciative. part in at least some sessions each year, whether it be to develop their Academy’s Radio Station - Radio Benedict. The Creative and Performing academic subject areas or just for pleasure. In the last year we have offered Arts department offer lots of extra curricular subject As we look forward to a new approximately 50 sessions each week and students can choose to take academic year, the future is part in lunchtime or after school clubs. To make it even easier we provide support for example lunch time drop in’s looking as bright and busy a courtesy bus into the city centre at 5pm, for students attending these as ever with even more staff sessions. for Art and Textiles and additional Expressive Arts looking to add to the menu of activities on offer. We will be Each year we welcome our new year 7 pupils with a ‘Fresher’s week’. after school sessions. The department is encouraging our students to Throughout the first full week of the term, both at lunchtime and take part, get involved, have afterschool there are taster sessions. The offered sessions during the first frequently called upon to give performances fun and be active. We’d like to week are exclusively for Year 7 pupils. This gives our youngest pupils a The advantages to students accessing activities in our academy are think that whenever there is an chance to try out new activities and find out more information about the in the wider community and students have for numerous. Firstly, almost all of our regular extracurricular sessions are opportunity to do something free to students and on the few exceptions where external coaches have positive Saint Benedict sessions on offer; other students will join in the activities the following the second year provided entertainment for guest to be funded, the costs are greatly subsidised, ensuring fantastically students are at the top of the week. The 2012-13 Fresher’s Programme offered table tennis, gospel competitive rates and a guaranteed standard of coaching. Students can list. choir, zumba, orchestra, football ( boys & girls), meditation, Futsal, netball, arriving at the Women’s Work charity ball. also maintain friendships they have made in school, in their social hours, by going along to sessions with their peers and friends. Transport time and 26 27 Robert Ludlam Theatre Lettings - Spaces Available For Hire

The Robert Ludlam Theatre is not only at the heart of the operate the sound & lighting systems as well as assisting with stage academy but also at the heart of the local community. The management and front of house work. Many of our more experienced extensive programme which features many Dance, Music pupils assist with visiting professional shows and develop a high level of understanding of the technical Industry. As an academy we are dedicated to building and Drama productions by our own students also serves as a and maintaining strong links within the local Performance Spaces to Hire venue for local amateur groups and visiting professionals who The Robert Ludlam Theatre is run as an independent theatre offering chose to book our theatre for their performances. a programme of visiting artists and shows which allows ours students community. We strive to offer sports and The Robert Ludlam Theatre and the public to experience a range of high quality performances at In the last academic year 2012-13 the school musical production was affordable ticket prices for both our students and the general public. community meeting spaces to local clubs and • Licensed to hold 327 people in a variety of formats including ‘Cats’. It involved almost two hundred of our students making up the two Who was Robert Ludlam groups in the evenings and at weekends. theatre in the round, traverse and cabaret casts and the show sold out every night of the nine performances. This year the school will be staging “Seussical the Musical”. Another visual Robert Ludlam (born 1551) was an English priest, martyred for his The academy is conveniently situated close to • State of the art technical equipment including digital sound, Catholic faith in the reign of Queen Elizabeth I. On 12 July 1588, Robert spectacular which has become a regular feature in the programme is Derby City Centre and is easily accessible by variable staging formats, comprehensive lighting system and the Hair and Beauty Department’s extravagant catwalk show. All the Ludlam along with one of his fellow priests Nicholas Garlick were models and stylists certainly made sure that the show lived up to its arrested at Padley, the home of the recusant movement, for refusing road, rail or public transport. We also have free a range of various effects including pyro techniques, bubble to attend Church of England services. The two priests were tried on 23 glittering title of ‘Never Ending Story’. Dance, Performing Arts, Drama car parking on site for our lettings customers. machines and snow and Performance Studies examination students provided numerous July 1588 and were found guilty of treason. They were sentenced to be performances for coursework and entertainment including ‘Saint hanged, drawn, and quartered the next day, on St. Mary’s Bridge, in • Experienced Technical Staff Derby. Now remembered in History as one of the ‘Derbyshire Martytrs Benedict Sings’, dance shows, devised work and repertoire pieces, Testimonial • On site and online Box Office facilities ranging from Oscar Wilde and William Shakespeare through to Broadway Robert Ludlam’s last words were Venite benedicti Dei meaning come, and The West End. There has even been a chance for the all staff to tread you who are blessed of God”, words which he uttered just before he was Saint Benedict Catholic Voluntary Academy became the ‘new home’ • Fully Licensed Bar thrown from the ladder. the boards in the Pantomime/Musical ‘The Three Musketeers ’ written for the Derby County Girls’ Centre of Excellence at the beginning of the and directed by one of the school’s English teachers Miss Slater and Function Room produced by Mrs Molumby from the RE department. The annual charity Robert Ludlam and Nicholas Garrick were declared venerable in 1888, 2012 season. We have in a very short space of time developed a great ‘festival’ concert ‘Benfest’ is now really established in our autumn and were among the eighty-five martyrs from England and Wales. He • Seated banqueting for up to 40 People was beatified by Pope John Paul II on 22 November 1987. working relationship with the academy, whose staff are always friendly programme and last year it made record profits for its nominated • Ideal for rehearsals, intimate performances and exhibitions charities. and helpful. The facilities at the acadmey provide us with a safe and • Lighting rig and sound system secure environment for our players to train and play matches at. All our large scale productions are advertised on the theatres website Further Information and an online ticketing system allows our audience to select which seat Detail of the theatre programme can be obtained by contacting us on Drama Rehearsal Room 01332 541662 or visiting the theatre website at they want and to pay for the tickets from the comfort of their own home. The All Weather Pitch enables our players to train all year round Parents can subscribe to the theatre’s electronic newsletter which list all www.robertludlamtheatre.com • Seating for up to 80 people helping them to fulfil their footballing potential. our students’ performances and professional productions by subscribing How can you help? • 4 Colour lighting system and media equipment to the theatres mail list at www.robertludlamtheatre.com As ever, we are dependent on our theatre volunteers who kindly assist Natasha Naqwi - Centre Manager for the Derby County Girls’ Centre • Recording facilities and support the theatre staff with the running and promotion of the As a venue we regularly update and improve our technical facilities and of Excellence theatre. If you would like to become a volunteer, please email us at: Music Rooms our working practices in accordance with changes in the entertainment [email protected] industry. This provides the opportunity for our students to experience Sports & Fitness Facilities • A variety of rooms are available for piano, speech and drama, how a professional theatre works and take this knowledge with them when they leave school. This year we are hoping to install a large cinema Adopt a Seat in the Robert Ludlam Theatre All Weather Astroturf drum and guitar lessons and examinations screen in the Robert Ludlam Theatre, enabling our students who study The seating in the Robert Ludlam Theatre is now 13 years old and was media related subjects to showcase their work on a big screen. The originally paid for by a grant. We now need to start to reupholster the • Designed specifically for hockey use General Meeting Spaces Theatre will also be scheduling commercial films to be shown to the seats. Therefore we are offering the opportunity for individuals and • 50 x 30m regulation size Conference and Presentation Suites public throughout the year. businesses to adopt a seat for 10 years. The Robert Ludlam Theatre is run as an independent theatre. It offers • International Hockey Federation Standard • Adjustable layouts including conference table and lecture style We will acknowledge your support with a plaque with your name or a programme of visiting artists and shows which allows our students seating and the public to experience a range of high quality performances at website address, which will be attached to one of the seats in the Sports Hall affordable ticket prices for both our students and the general public. auditorium. You also will be listed on the theatre website as a seat • Projector and Microphone sponsor. • Purpose Built and Award Winning All of the theatres facilities are wonderful enhancements for the • Can be used for a variety of different sports from 5 a side football IT and E-Learning Suites talents of our performers. Students who have a genuine interest in the All seat sponsors will be entered into a monthly draw to win 2 tickets to backstage life of the theatre can join the weekly ‘Tech Club’ which is a Robert Ludlam or Saint Benedict produced show. For more information to trampolining • Various IT rooms available with printing, scanning and copying run by the Theatre’s Technical Coordinator. Here students can learn to on adopting a seat please email [email protected] • Showers and changing facilities facilities • Internet Availability Gymnasium

• Used for a variety of different sports Multi-Purpose Meeting & Teaching Rooms • Basketball nets • A variety of rooms are available for meetings, adult education, IT, • Changing facilities Art and Cookery sessions

Grass Pitches Further Information

For more information please contact: • Utilised for football, rugby, athletics etc Lettings Co-ordinator • Derbyshire Football Association Pitch which is 100mx65m Saint Benedict Catholic Voluntary Academy • Post Office pitch which is 95mx60m Duffield Road Darley Abbey DE22 1JD

Tel: 01332 554521 Email: [email protected]

28 29 The House System McAuley House Leader – Mrs Schiavone, Deputy House Leader – Mr E Hughes, House Administrator – Mrs Shaw McAuley House is named after Mother Catherine McAuley. Catherine McAuley was an Irish Catholic girl born in 1778 adopted This year with be our ninth operating a House System. In September 2005 we changed the way in which we by a wealthy protestant family and inherited a great fortune when she was 35. She wanted to do work among the poor. She had already engaged in relief efforts for the needy and by 1824 contemplated plans for a centre for the charitable and a home for organised pupils into forms. We moved to a House System based on the theme of community. This is designed to working mothers. On September 24th 1827 she opened her House of Mercy. It consisted of a school and a home for working encourage a greater sense of community and responsibility among our students. mothers. As the need for jobs was great, she soon tacked on an employment agency and before long an orphanage was formed. Catherine agreed to receive religious instruction and develop her work into a charitable order. On 12th December 1831, she • Saint Benedict Catholic Voluntary Academy is a large community which has been broken down into 6 smaller communities called took her own vows of poverty, chastity and obedience. Thus came into being the Sisters of Mercy. Even in her lifetime the order Houses. There are 6 Houses which operate like mini schools. grew and spread. She established a second house in London “to educate poor little girls, to lodge and maintain poor young ladies who are in danger, and to visit the sick and poor”. After she died in November 1841, the Sisters of Mercy grew to be the • Each House has a House Leader, a Deputy House Leader, a team of 10 Personal Tutors and a House Administrator. largest order ever founded in an English speaking country. • Each tutor group contains approximately four pupils from every year group, thus making Personal Tutor Groups smaller than the old system of form groups based on year groups. Romero House Leader – Mr Round, Deputy House Leader – Mrs Sharpe, House Administrator – Mrs Mann The Houses are named after significant individuals in the Catholic Faith. Romero House is named after Oscar Romero. Oscar Romero was born in Ciudad Barrios, a small town in El Salvador. Ordained a priest in Rome in 1942 he was Bishop of Santiago de Maria. In 1975 the National Guard raided Tres Calles (a village Houses in Romero’s diocese.) The early morning attack hacked people apart with machetes as it rampaged from house to house, ostensibly searching for concealed weapons. The event catalyzed Romero. At the funeral for the victims, Romero’s sermon condemned the violation of human rights. When Romero was promoted as Archbishop of San Salvador, the capital city, the Bakhita - ruling alliance government sent a message to Romero as Rutillo Grande, a Jesuit friend, was gunned down in his jeep, together House Leader – Mrs Cartwright, Deputy House Leader – Mrs Molumby, House Administrator – Mrs Baran with an old man and a sixteen year old boy. Undeterred, Romero prayed publicly at length beside his friend’s remains, and then Bakhita House is named after Josephine Bakhita who was born to a wealthy Sudanese family, she was kidnapped by slave- buried all three corpses without first seeking government permission – a criminal offence. Next he did the unthinkable: he traders at the age of 9, and given the name Bakhita by them. Sold and resold in the Markets at El Obeid and Kartoum, finally excommunicated the murderers. In a dramatic gesture he cancelled all services the following Sunday except for a single mass purchased in 1883 by Callisto Legnani, Italian consul who planned to free her. She accompanied Legnani to Italy in 1885, and in front of the cathedral, conducted outdoors before 100,000 people. Romero was shot while conducting the funeral of a friend’s worked for the family of Augosto Michieli as a nanny. She was treated well in Italy, and grew to love the country. As an adult mother in March 1980. His assassin escaped in the hubbub and has never been found. 250,000 thronged the Cathedral Square convert, joining the church on 9 January 1890, she took the name of Josephine as a symbol of her new life. She entered the for his funeral. Ha has been recommended for recognition as a saint for his work with the oppressed. Institute of Canossian Daughters of Charity in Venice, Italy in 1893, taking her vows on 8th December 1896 in Verona, and serving as a Canossian Sister for the next fifty years. Her gentle presence, her warm, amiable voice, and her willingness to help with any menial task were a comfort to the poor and suffering people who came to the door of the Institute. After a biography of her was published in 1930, she became a noted and sought after speaker, raising funds to support missions. She died in 1947 and was Teresa canonized on 1st December 1970. House Leader – Mrs Muldoon, Deputy House Leader – Mrs Brunt, House Administrator – Mr Harman Teresa House is named after Mother Teresa. Mother Teresa, winner of the Nobel Peace Prize, died on 5th September 1997, in her convent in India. She was 87 years old. Born Agnes Gonxha Bojaxhiu in 1910 in Skopje, Yugoslavia, she joined the Sisters of John Paul - Loreto in 1928. She took the name “Teresa” after St Teresa of Lisieux, patroness of the Missionaries. In 1948 she came across a half-dead woman lying in front of a Calcutta hospital. She stayed with the woman until she died. From that point on, she House Leader – Mr Growcott, Deputy House Leader – Miss O’Hanlon , House Administrator- Mrs Hill dedicated the majority of her life to helping the poorest of the poor in India, thus gaining her the name “Saint of the Gutters”. John Paul House is named after Pope John Paul ll. Pope John Paul ll, born Karol Jozef Wojtyla, (18 May 1920 – 2 April 2005), She founded an order of nuns called the Missionaries of Charity in Calcutta, India dedicated to serving the poor. Almost 50 years reigned as Pope of the Roman Catholic Church and sovereign of Vatican City and of the Holy See for almost 27 years, from 16th later, the Missionaries of Chsarity have grown from 12 sisters in India to over 3,000 in 517 missions throughout 100 countries October 1987 until his death in 2005. He is often referred to as Pope John Paul the Great. On 13th May 2005 Pope Benedict worldwide. In 1952, she founded the Nirmal Hriday, Home for the dying in a former temple in Calcutta. It was there that they XVl, John Paul ll’s successor, waived the 5 year waiting period for a cause of beatification to be opened. The official process for would care for the dying Indians that where found on the streets. Mother would see Jesus in everyone that she met. It didn’t beatification began in the Diocese of Rome on 28th June 2005. The first non-Italian to serve in office since the Dutch-German matter whether they were dying of AIDS or Leprosy. She wanted them to be able to die in peace and with dignity. For over 50 Pope Adrian Vl died in 1523. John Paul ll’s reign was the third longest in the history of the Papacy, after those of Saint Peter years she worked selflessly helping the poor. That devotion towards the poor won her respect throughout the world and the (about 35 years) and Blessed Pius lX (31 years). During his reign, the pope travelled extensively, visiting over 100 countries and Nobel Peace prize in 1979. She was beatified on 19th October 2003. all continents except Antartica. His health deteriorated in the late 1990’s, as he was diagnosed with Parkinson’s Disease. On 2nd April, two months after receiving a tracheotomy, Pope John Paul ll passed away. Organisation Less Frequently: * Siblings are, where possible, placed in the same House but * Pupils have the opportunity to work in buddy pairs not the same form. This means that parents/guardians only * Personal tutors monitor and review the progress of pupils in Kolbe need to contact one House Leader to discuss any matter relating their tutor group House Leader – Mrs Wake, Deputy House Leader – Mr Thornhill, House Administrator – Mrs Watkins to their children * Personal tutors work with pupils to set realistic and challenging Kolbe House is named after Maximilian Kolbe. He was the second of three sons born to a poor but pious Catholic family in * Houses are organised in bases, 2 in North Block and 4 in South Block targets Russian occupied Poland. In 1906 at Pabianice, at the age of 12 and around the time of his first Communion, he received a * Each week there is a House Assembly, where all pupils in the * Personal tutors check planners and merits vision of the Virgin Mary that changed his life. He became a novice in the Conventual Franciscan Order at the age of 16. He same House come together * Inter-House activities take place, these include sporting took the name Maximilian, made his first vows on 5th September 1911 and his final vows on 1st November 1914. He studied * Year Groups come together as necessary to look at issues activities, quizzes etc. and was ordained in Rome. Maximilian returned to Poland on 29th July 1919 to teach history in the Crakow seminary. He was such as University Applications, Work Experience, preparing for arrested with several of his brothers on 19th September 1939 following the Nazi invasion of Poland. The brothers housed 3,000 examinations etc. At Saint Benedict Catholic Voluntary Academy we believe that Polish refugees, two thirds of whom were Jewish, and continued their publication work, including materials considered anti Personal Tutor Base Organisation teachers are not merely teachers of their chosen subject. They are teachers of pupils. They enable those pupils to learn and Nazi. For this work Maximilian was imprisoned in Pawiak prison, Warsaw, Poland on 17th February 1941. On May 28th 1941 he * The tutor group meets on a daily basis during morning to fulfil their potential. They prepare them for responsible was transferred to Auschwitz and branded as prisoner 16670. He was assigned to a special work group staffed by priests and registration time adulthood. By working in a House Tutorial System we believe supervised by especially vicious and abusive guards. His calm dedication to the faith brought him the worst jobs available, and * Once a week there is extended form time. more beatings than anyone else. At one point he was beaten, lashed and left for dead. The prisoners managed to smuggle him that we will give our pupils these opportunities and that they will What Happens in Form Time? into the camp hospital where he spent his recovery time hearing confessions. When he returned to the camp, Maximilian ministered to other prisoners, develop skills that will be useful in the future. Every Day: including conducting Mass and delivering communion using smuggled bread and wine. In July 1941 there was an escape from the camp. Camp protocol, designed to make the prisoners guard each other, required that ten men be slaughtered in retribution for each escaped prisoner. Francis Gajowniczek, a * There is an Act of Worship If you have any questions about the House Tutorial System please married man with young children was chosen to die for the escape. Maximilian volunteered to take his place, and died as he had always wished in service. * Personal tutors carry out registration and give out notices contact one of the House Leaders at school, or by email at mail@ He was canonized on 2nd October 1982. * Personal tutors monitor attendance and punctuality saintben.derby.sch.uk * There are organised activities appropriate to the pupil Once a week on a Thursday in extended form time we have our 30 ‘Spotlight’ session 31 Bakhita House John Paul House their children are receiving treatment at the Queen’s Medical Centre in Team Bakhita – Nottingham our other charity is Cancer Research, raising funds to try and members of John Paul House, Alex Gaskin and Becky Vasey, to share prevent and cure this disease that affects so many. Welcome to John Paul House their experiences of working in Arusha this year. We hope that they will Work, Laugh, Pray have inspired others to consider volunteering to take part in this amazing Fun is an essential part of learning and the ‘Cups’ Challenge was certainly Proud to be Yellow opportunity. ‘Be Part of it Be Proud of it’ fun. Forms were challenged by Mr Gill to produce a plastic cup moving sequence set to the tune of ‘Knick Knack Paddy Whack’. There was much House Council and House Captains During the academic year 2012/13 our focus was to heighten the practicing and decoration and fine tuning of cups. The heats were so There could not be a more appropriate sense of being in a Team in Bakhita House. This began with a intense we had to allow for a semi finals. BIL (our previous champions) Our House Council is made up of new programme of Tutor Time activities:- reminded us why they had this title as they introduced pyrotechnics to their colour than yellow to symbolize John Paul two pupils from each tutor group. routine. Mr Gill as chief judge however chose BGR as the winners for a This is a very important vehicle Monday is allocated as ‘Bakhita Business’ when all the uniform, planner House and all that it stands for. We are thoroughly slick performance. They have visited other House assemblies for ensuring that the views of the and equipment checks are done as well as our regular tasks of litter to show off their talents and an inter House Final took place in June. We cheerful, bright and optimistic, warm and picking, in the area of the school grounds for which we are responsible, pupils in the House are listened to returned as victors in this competition and reclaimed the magnificent friendly, enthusiastic and full of energy. In emptying the recycling bins and collecting and distributing ILAs. and acted upon. We meet termly trophy. short, we take Pope John Paul II’s example and it is currently chaired by Year Tuesday and Wednesday are allocated as ‘Bakhita Brains’ when pupils The annual ‘Bakhita Mile’ was again a big hit with pupils and staff, our work on literacy and numeracy tasks. Work produced is displayed in the of how he lived his life as our role model for 13 students who are our elected regular and new runners, continuing to push everyone to achieve a Tutor Room Notice board and photographed and used in the following House Captains. The House personal best. Even those that didn’t take part in the run were a fantastic modern living. People who were fortunate to assembly. In numeracy pupils create Maths puzzles and these are then help to all the competitors, cheering and encouraging everyone on from the Council make key decisions such as selecting the sports day teams, passed on to another tutor group for them to solve the following week. have met Pope John Paul II, such as Andy Clare, side-lines. The event was held inside for the first time and this created an electing the House charity for the year and generating ideas to ensure Thursday is allocated to ‘Spotlight’ the day when the whole school speak in arena of cheering supporters and participants. our school chaplain, talk about his constant that John Paul House has a high profile in school. This year our House discussion on chosen topics. This allows us to discuss new initiatives, talk smile which lit up a room – we like to think that Captains: Jess, Alice, Matt, Joice, Rowan and Emma have been active about issues and get to the core of the academy rules. our sunny yellow colour reflects this attribute of as role models for our younger students and have doing an great job in Throughout the week we think about our chosen charities. Pupils are helping to run John Paul House. Their contribution has been particularly involved in raising money or awareness of House Charities. ‘Cartwright’s our House patron. noticeable in Spotlight sessions on a Thursday tutor time where they have Cake Sales’ have been an occasional source of fundraising with our provided thoughtful and supportive comments. wonderful House Captains touring the Tutor Rooms selling Muffins and Our House identity is also summed up by the adoption of our House Doughnuts. Other pupils have made craft items which were on sale at shield as our official emblem. The shield includes “Joy, Peace, Justice Sports Day. and Respect” which is our House motto. The shield design appears Celebration

The House and Deputy House Leaders in their Outfits for the Bakhita Mile, throughout the John Paul House areas of the school and on the front Friday is allocated to Bakhita Big Assembly when the whole House gets We have been able to celebrate many achievements this year. Our and some participants of the John Paul planners to remind us daily of our commitment to this crowning glory was this year’s Athletics Day which we won in the closing together in the Robert Ludlam Theatre to celebrate success, reflect on our motto. relay races. A massive congratulations goes to our fabulous athletes and roles and commitments to Bakhita, to the School and to the global society Academically we have closely monitored all pupils using our Assessment just as importantly to all those who cheered them on. It took me two days we live in, and to have some fun with inter-tutor group challenges. Data. This allows all to be praised for success and nudged along when We are proud to look back at our achievements from 2012-13. to get my voice back! It was a great pleasure to welcome Yasmin Miller, Charity is always at the front of our Catholic Ethos and we have had a needing that extra bit of support to meet or beat a target. Parents are sent the National Under-20 Hurdle Champion who has just left Year 13, to our splendid year on this front. Prior to Christmas, as always, we collected at details of each half termly assessment and progression is identifiable by assembly where she presented two of our excellent Year 10 competitors assemblies and in Tutor Groups to raise money to send chickens to Africa. the click of a button. Personal Tutors regularly monitor the progress of House Charity with the Athletics Cup. each member of their groups. Tutor Groups were asked to collect loose change and create pictures of This year our students chose Individual successes have included merit prize draw winners, attendance chickens with it. In order to aid our understanding of the life cycle of this The extra Curricular activities of our pupils makes us very proud. Many Cancer Research as our charity and certificate winners, achievements recognised at Presentation Evening, animal we welcomed Mrs Wilkinson and her chicken Cissy into our tutor of our pupils performed in ‘Cats’ which was this year’s School Musical once again we have been raising sports day winners and our National swimming champion. Many of our groups so that our pupils and students could gain a better understanding Production. Many take part in sports activities and their abilities will be money through weekly collections and Miss O’Hanlon’s now famous cake students took part in this year’s school show, CATS, and it is hard any of how this creature can provide a sustainable source of nutrition to help put to good use at Sports Day as we defend the Athletics Day Trophy which sales! We have also put together a vast number of Christmas parcels for school activity which does not have a John Paul student involved with it. families in the Developing World out of a cycle of poverty. This year we sent we won last year. Our House was also represented in the staff production Faith in Families. off a cheque for £385, which as the certificate we received says: will save – ‘The Three Musketeers’. We also had players from Bakhita House in the Fun and Laughter the lives of many people. very successful Year 11 Basketball team and the year 10 Football team. House Gatherings Having fun and enjoying time together is an essential part of our House Our House Mass was once again a lovely spiritual experience allowing us Every Friday morning we gather together as a House to spend time with vision. Our House mascots, Mellow and Yellow the Ducks, wear their a chance to thank God for all the blessings he bestows on Bakhita House. and learn about each other. This is the only time in the week when we yellow with pride! They have made regular appearances, including Sports Our theme this year was ‘You are Unique.’ Each tutor group wrote about come together as a whole House and we ensure that everyone leaves Day and House mass, and “We’re Quackers” and “Quack! Quack!” can how they are unique and all the characteristics that make their group who after 20 minutes with something that they have gained. This means we be heard coming from John Paul events. use this time for prayer, reflection, song, poetry, performing arts and they are. The Mass was created by our House Captains who also sang as a fun! Our House Captains have also led a number of assemblies. We have group on the day. celebrated our House Mass and shared in end-of-term Christmas and When God has finished the stars and whirl of coloured suns The Year 11 and 13 Leavers Assemblies showed the spirit of our House Easter liturgies with Romero. It was great to welcome back two previous He turned His mind from big things to fashion little ones; as tutors and pupils shared their memories and thanks for all that has Beautiful tiny things (like daisies) He made, and then happened in the past five and seven years. He made the comical ones in case the minds of men Last year was a most successful year of celebration with our house winning Should stiffen and become Athletics Day, The Charity Shield, The Litter Challenge and The Cups Our Inspiration Dull, humourless and glum, Challenge. All these were through the efforts of us all and showed that we And so forgetful of their Maker be are all part and proud of Team Bakhita. John Paul II provides us with so much As to take themselves – quite seriously. inspiration and we feel that he is the perfect Caterpillars and cats are lively and excellent puns: We believe that through Patron for us. He was very wise with his prayer and laughter we All God’s jokes are good – even the practical ones! choice of words and we display some of his learn and build better And as for the duck, I think God must have relationships. We are more famous quotations in our tutor bases smiled a bit In March the House select a charity for the rest of the academic year. An proud of all our pupils to remind us daily of the great man that Seeing those bright eyes blink on the day He emotional filled assembly featured each Tutor Group presenting a case in their academic he was. The one that has taken off as a for their chosen charity. Everyone present voted for the two they wished to fashioned it achievements and we reminder to us all of how we should live our support. The Fraser McDermott Foundation was a clear winner. Frazer was love it when those who have left come back to visit us and offer the benefit And he’s probably laughing still at the sound that lives is “the Future starts today, not tomorrow”. This seems a perfect a member of our House, who sadly died earlier this year. His family have of their experience to help others. As always, we cannot exist without the came out of its bill set up a fund to build a house for parents to be accommodated whilst willingness of our pupils and tutors to be involved in events. We thank all way to sum up all that we stand for. Saying ‘Quack! Quack!’ for their support and aim to be even better next year! ...... (Adapted from ‘Ducks’ by F W Harvey) 32 33 Kolbe House Kolbe House Community Kolbe House Council As a House we pride ourselves on the inventive nature of our pupils Prefects In Kolbe House we give our students a voice in deciding how the We are very proud of Kolbe House. Together with a and their ideas for fundraising, from cake sales to crossbar challenges, House as a whole is run. Kolbe House Council is run by, and elected cracker eating to marathon running, spreading the warmth through dedicated team of ten personal tutors, House Leader by, members of the House. It meets every week to discuss matters of wearing bobbles to bursting balloons, eating marshmallows and Mrs Wake, Deputy House Leader Mr Thornhill and importance and ideas for improvements. The autonomous nature of consuming far too much jelly – you can be sure Kolbe House will be the House Council has been a great success. Pupils from all key stages involved supporting a worthwhile cause! our House Administrator,Mrs Watkin we encourage, participate and push Kolbe House forward. support and guide members of Kolbe House and they Peer Mentoring and Support in turn support and care for each other. We look to Remembering a member of our House The supportive and caring ethos of our academy is also a key element of our patron Maximilian Kolbe for our inspiration. He is Sometimes our pupils have to face difficult times. In May 2012 we our day to day interactions with the students and we are really proud of tragically lost Duwayne Philpott, a Year 8 Kolbe pupil, who was popular the large number of our older pupils in the House who help, support and a wonderful example of selfless giving for the sake of throughout our academy. In Kolbe House we remember Duwayne with a advise more vulnerable youngsters through peer mentoring, anti-bullying others. memorial bench and tree in the Inner Garden. counselling and representation on the School Council.

Our mascot is the Bumble Bee and we think of Kolbe Kolbe students are always eager to participate in Masses, write for the House as our beehive. We all work closely together newsletter, volunteer for open evenings or take part in our weekly House for the good of our community just as bees work assemblies. We currently have a group of Year 7 girls who are writing a school newspaper and confidently spoke to the parents of our new Year 7 together to produce delicious honey. The Bumble Bee pupils. In assemblies our tutor groups showcase their talents or lead an is known for having wings that are too tiny for its body assembly on a theme of their choosing. and yet somehow it manages to fly. It’s a reminder Year 8 Visit to Derby University to us that with willpower and determination we can Not all of our pupils think of university as a possible step in their lives so Kolbe House was very proud that a large number of our Year 11 students achieve anything. we introduce them to the idea early on in their school career. Every year were successful in their applications to become one of the academy’s Mr Thornhill takes our Year 8 pupils to visit the University of Derby for the select group of Prefects. These students displayed exactly the attitude day, have a fun and interesting time and as a result many now aspire to that we have nurtured within the House that ‘Together Everyone Achieves Charities study A levels and go on to university when the time comes. More’ and their positive impact on the school has been immeasurable. This year we continued to support our adopted charity ‘Smile Train’ Our Prefects even created their own promotional video and this was used which focuses on solving the problem of children in developing to inspire the next wave of Prefects. We are both confident that we will countries whose lives are devastated by having cleft lips and palates. see many of our Year 10s taking on this privileged and respected role Many cannot eat or speak properly and are not allowed to attend school next year. or hold a job. Our charity work will help these children have positive and productive future lives. Farewell to Year 11 But our charity efforts have not stopped there! Our annual evening celebratory meal with We have also joined with the other Houses in the school’s jubilee year Kolbe year 11 pupils is to recognise the positive to raise money for CAFOD, supported the Samaritan’s Purse Shoe contributions that they have all made to our Box to send Christmas gifts to less fortunate children and led the way House as well as the enjoyment and pleasure in promoting the national Anti-Bullying week. Our pupils wore Beat that we have had in working with them. Bullying wristbands and made online avatars that took part in a virtual march on 10 Downing Street. House Captains 2012 - 2013 Tutor times are always a hive of activity with Our House Captains this year have been Sian Jepson, Charlotte each tutor session designed to enable Kolbe Kolbe Ten Things to do… Hithersay and Faith Hersey. Throughout the year they have been students to bond together and to reach In Kolbe House we encourage all pupils from Key Stage 3 to Key Stage wonderful role models for younger pupils in the House with their their maximum potential in school. 5 to try and make a positive impact on the whole school. Each child is infectious enthusiasm, charitable spirit and imaginative ideas. Literacy and Numeracy activities encouraged to complete the ‘Kolbe’s ten things to do before you are in They have organised fund raising charity events, run Kolbe House on Tuesdays and Fridays, gathering Year…’ by the end of each academic year. Council, led engaging and enjoyable assemblies and supported younger together as a House for Assembly on The Kolbe Beehive presents ten tasks that a Kolbe House member can students in their studies whilst also following demanding Year 12 and Wednesday and group discussions in complete during the year. With the support of our tutor pupils work on 13 courses. Spotlight on a Thursday morning are all these tasks and are then rewarded for making a positive impact on the tied into House themed activities so that school. As each part of their Beehive is completed pupils chart their Kolbe House continually works towards Athletics Day progression in their planners and are rewarded for their efforts. Athletics Day is always a massive the successful achievement of our event in the Kolbe calendar. We do House Mission statement: not always win but we always do well. Our athletes give of their best In Kolbe House we will build a and our supporters provide amazing community where each one of us encouragement. On Athletics Day the Kolbe area is a sea of orange. is valued and respected. We will aim high and celebrate success, both academic and personal. Every member of Kolbe House will be treated with dignity and justice and will be accountable for their actions, Kolbe House pupils again showed their generous support for Age so as to develop a sense of social, as well as personal, Concern’s ‘Bobble Day’ which now stands as an amazing addition to responsibility. the Saint Benedict calendar. On this day pupils and staff are asked to ‘Spread the Warmth’ by buying and wearing their bobble with pride with the aim of helping older members of the community to live with dignity and pride. 34 35 McAuley House Romero House

Let us take one day only in hands at a time. Resolve The Arusha Appeal Oscar the Purple Turtle – Romero House Prayer to do good today and better tomorrow. Strong links have been House Mascot This is what we are about. established between McAuley Purple Turtle Power! We plant the seeds that one day will grow. Catherine McAuley House and the Arusha Project; We water seeds already planted, knowing that they hold future promise. Ven. Servant of God Oscar Romero We are proud to be the McAuley Team, taking our a number of students went We lay foundations that will need further development. out last year and were able Archbishop of San Salvador 1977-1980 We cannot do everything. inspiration from Catherine McAuley who worked to come back and share their Martyred 24 March 1980 This enables us to do something, and to do it very well. tirelessly to educate and instruct others. experiences in a very special Patron of Romero House It may be incomplete, but it is a beginning, assembly. Students from a step along the way, an opportunity for the Lord’s grace to enter and do Our team consists of: McAuley House have excelled the rest. We may never see the end results, but, that is the difference between the House Leader Mrs Schiavone, Deputy House Leader Mr E. Hughes, this year by raising money for House Tutors Mr Lewis, Mrs Howell, Mr Kinane, Ms Hagan, Mr master builder and the worker. the Sekei School in Arusha. We are workers, not master builders; ministers, not messiahs. Conroy, Ms Vere and Miss Kureczko, Mrs Galletly, Mr Jarvis, Mr Samosa sales have proved to be a popular way of raising money for We are prophets of a future not our own. Ludlow, Dr Rodgers, staff as well as students. Amen. House Administrator Mrs Shaw Our form tutors work tirelessly to ensure the success of all of We are reminded of the words and courage of Oscar Romero every day with McAuley students through regular, quality contact each day, Athletics Day 2013 some of his famous sayings displayed on the walls in our tutor group areas. mentoring, the monitoring of academic progress on a half termly The students and staff put in a tremendous effort for Athletics Day whether participating or supporting the competitors. We also raised House Charity basis as well as encouraging each student to achieve their best as We are very proud this year to have been raising money for Children with individuals as well as developing social skills through a dedicated money for charity through our face painting and cake stall. We had some excellent performances from students as well as staff! Cancer as our House Charity and each form has been aiming to do 26 things programme of fun activities to develop social skills and our strong (the length of a marathon) in order to raise money for the charity. sense of community. Some members of the Romero team House Gatherings and Tutor Groups House Captains 2012 - 2013 The Romero Team We gather together as a House each Tuesday. Our We are a dedicated group of staff including Mr Vincent Round (House Dona John & Siobhan House has been treated to a variety of assemblies on Leader) and Mrs Helen Sharpe (Deputy House Leader), Mrs Jayne Mann a wide range of topics including the annual Romero McManoman (Senior House Administrator), personal tutors, attached staff (both teaching Pancake throwing race. This time together also allows and non teaching) who make up the Romero House Team, and we are all us to reflect and to pray together as a community. Our Our House Captains along with proud to be purple. tutor groups take part in many different activities during a dedicated group of sixth form tutor time and each group provides representatives for students have played an invaluable Our House is named after Oscar Romero and we are very proud to have him the House Council. We have celebrated our House Mass role within McAuley House this year as our House Patron. We hope that the courage of Oscar Romero will inspire together and been inspired by Romero’s words and images from his life. working tirelessly in raising money us to work with integrity for the good of all people. Our House mascot is for our charities, leading the House Oscar, the purple turtle! We have a turtle because it represents longevity, Celebration determination, strength, endurance and patience... oh, and we also quite It is always a pleasure to celebrate success and we were delighted to see so Council team and promoting the liked the slogan of “Purple Turtle Power!” many of our students with their families at our presentation evening at the House within our academy community. All of our sixth formers have Riverside Centre in January, where Tutor Group Prizes and GCSE and A level been exemplary role models for younger members of the House. prizes were awarded.

House Assemblies It was also a pleasure to join some of our Year 11 students for a meal at TGI We meet as a House every Wednesday morning and enjoy our act of Friday’s in recognition for their commitment and contribution to the House. worship together. We also celebrate our many and varied successes It is good to hear that so many are planning to stay with us into the Sixth through a regular presentation of certificates from departments Form and we wish all the best to those who will be going on to further study across the academy to our own in house certificates that celebrate or work elsewhere. the academic achievement and progress of students as well as the contributions that many students make that ensure the success of We would like to congratulate our competitors who took part in the athletics McAuley. day which led to a meteoric rise to 2nd Place this year – our highest position for three years! Everybody competed and encouraged to the best of their House Charities - ability. If we were to be judged on field events alone we were 1st, and on The Shoe Box Appeal the track events we were in first place until the relays when John Paul sped We were again delighted with the to the lead. It is definitely our turn to win it next year as we have some fantastic athletes in Years 7-9 and we will work on our relay skills. response to our Christmas shoe box appeal. Over 125 boxes were sent to Thanks for all the fantastic work done in Romero House this year brighten up Christmas across the world ‘Go Go Romero!’ for many disadvantaged children. Here are just some of the many boxes!

House Captains and House Council Our House Prayer: We have had an excellent group of pupils working in our House this year. Our House Captains Tayba and Molly along with the Deputy House Captains Loving God, may we like Catherine McAuley always be ready Niamh and Ellie have had the responsibility of running our House Council. to serve you. They arrange the meetings, take minutes and report back to Mr Round and Help us to put others before ourselves. Mrs Sharpe with ideas and suggestions, making sure we listen to the views Look upon us with tenderness and mercy and may all that we of all the pupils when making decisions. They have responsibility for events like Year 6 induction and athletics day and for making sure that Romero do reflect your unconditional love for us. House maintains a high profile in school. They also have a member who Let this be our prayer today and throughout the coming year. feeds back to the School Council forming a link between the Houses and the Amen whole school.

36 37 Teresa House Citizenship

House Leader – Mrs A Muldoon The Teresa House students are very passionate about their House identity Citizenship is ‘more than a subject.’ It has a pivotal role to play in the Key Stage 4 Curriculum and strive to obtain Merits, and particularly enjoy the many fun challenges life of the academy. Its influence extends beyond the classroom into Deputy House Leader – against the other Houses. Teresa House won the Head’s Challenge in 2008, the culture of the school and from there into our communities. Year 10 Citizenship Mrs P Brunt the Merit shield and have won the Charity shield for three years in a row. House Administrator – It supports and embraces our Christian ethos and included alongside This year, all Year 10 pupils will be following a Citizenship course Special Events designed to deal with a number of important issues and themes, Mr R Harman the aims of pupils becoming successful learners and confident We celebrated a special birthday this year for Mrs Muldoon with an individuals is the aim that pupils should be responsible citizens who some of which are not generally addressed elsewhere in the assembly, joined by Mr Gill who composed a special song for her, together make a positive contribution to society. curriculum. The course has been designed to be both topical and The Teresa House Community with presents, birthday cake and lunch time Mass. It was great to see all relevant to young people growing up in Britain today and it includes Teresa House is a community that the House pull together and keep it all as a lovely surprise for her. elements of financial capability which involves pupils looking at encourages the Christian principles of our Many of our pupils make a positive contribution to the life of the academy on a daily basis. Examples include members of our school relevant financial issues that they will face. The course also has some names sake - Mother Teresa. In Teresa Charities and house councils and our pupil ambassadors who support parents’ careers education content. There is an emphasis on developing a House there is no place for discrimination Teresa House raised money for the consultation days and visits from primary schools. greater understanding of a range of issues and for pupils to question on the grounds of ethnicity, social Sunshine Deck in the Puffin Ward ath and discuss these. background, gender or disability. We do the Derby Royal Hospital. Fundraising In addition, many pupils across the school help raise awareness however, expect that each pupil will develop activities included a themed fancy Course content includes: and use their: dress for staff and variety of events with and support a range of charities, as well as those pupils students, such as cake sales and form recognised throughout the academy for their willingness to take on • What does it mean to be ‘British’? collections. responsibilities. • Identity Talents to the full. Approach all areas of • Migration school with Our charity was chosen by the students Citizenship Education Enthusiasm. Treat all staff and fellow pupils and in particular the Ojok family who Why do we teach about Citizenship in school? • The Justice System including the Youth Courts and Sentencing with have benefitted from the support of play Citizenship is about young people engaging in issues and caring about • Human Rights leaders when in hospital. Respect. Always strive for the communities they live in. It is about equipping them with the tools • How Laws are Passed to make a positive contribution both now and in the future. Excellence in all subjects. Give all pupils This year our chosen charity is Shelter • Politics Today Citizenship in Form Time (Tutor Period) and Spotlight Support in order to gain UK which particularly highlights the • Political Parties Achievement and success at school and into the wider community. problems faced by teenagers who have Pupils are regularly engaged in a range of Citizenship activities. Each been made homeless. The theme for week in form time, form groups across the whole school are engaged • Pressure Groups the staff’s dressing up day this year was in ‘Spotlight’ sessions. These provide opportunities for pupils to • Votes for Women Super Heroes and this alone raised over The Teresa House colour is blue and discuss a range of issues. These broadly relate to citizenship, • Non Democratic Countries this is denoted by an additional blue £140. personal, social, moral, spiritual and careers education. Spotlight stripe in the school tie. Our House supports an issue based approach and helps to further develop • The European Union mascot is a black and white dog (not We have also contributed to the whole academy initiative to send money in discussion skills. • The Work of the United Nations support of The Bible Society for children in Bethlehem. Our students made real, of course). Teresa House has a • Personal Finance brand new song written by Mr Gill who sheep from cotton wool and toilet roll holders in true Blue Peter style. Key Stage 3 Curriculum Below is a photograph of our Teresa • Careers Education is currently in the recording studio Year 7 Citizenship as part of iLearn producing a CD so pupils can buy the flock. song. This is incorporated into the iLearn curriculum. It supports and Assessment Teresa House has a strong and supportive team of Form Tutors and other “ We ourselves feel that builds upon the personal learning and thinking skills (PLTS) that are assigned staff. Each year a boy and girl are elected as House Captains and what we are doing is just evident in iLearn. Citizenship content although not discrete, relates Year 10 will have three assessment points throughout the year. These additional roles are given to other pupils as Vice House Captains, Charity a drop in the ocean. But to the use of topical and relevant issues. Citizenship skills will help to will be at the end of each term. and Sports Representatives. Mr R Harman, our house administrator develop discussion and debating skills and will provide opportunities deals with pastoral concerns within the House setting and is here for any the ocean would be less for pupils to develop an argument and give an opinion about an issue students who have any worries or concerns. because of that missing using a range of evidence to support their views. There are regular activities in which pupils take part – raising funds for drop” our House charities, sports day and House competitions. Students attend Mother Teresa House assemblies and masses with Father Tim O’Sullivan.

38 39 Celebrating Saint Benedict Day Celebrating Saint Benedict Day

40 41 Food Provision Derby Music Centre

The majority of our food is freshly prepared, cooked and served in our kitchens by our own chefs. Salt, fat and sugar contents are monitored in line with the Government’s nutritional standards. We are committed to the promotion and production of healthy eating and are compliant with the current legislation.

We open at 08:00 am to 08:40 am Menus are available to view on the academy The committed catering staff, who work website. We run a cashless biometric system in partnership with the dedicated midday for a breakfast service where pupils and all pupils’ transactions are recorded on supervising team, ensure that the food we may buy anything from bacon cobs, the catering computer. Information about provide is nutritious and appetising and that cereal and toast to poached egg on biometrics may also be found on the academy’s lunchtime runs smoothly in a caring and website. Parents can request a printout of what supportive environment. Midday supervisors toast. their child has purchased and the money they are responsible for ensuring that our children An early lunch is provided from 11:05 am to have paid into their account by contacting the enjoy a safe, protected and enjoyable lunchtime 11:30 am where students can purchase hot academy’s Catering Manager. whilst adhering to the good standards of Who Are We and What Do We Do: sandwiches and wraps, chilled sandwiches, email: [email protected] behaviour, dress and conduct that the academy wraps and drinks. expects. The Derby Music Centre (DMC) is a registered charity (No.1003249). Our purpose is to support and promote ensemble music making Our Catering staff work closely with the opportunities for young people in the local area. We have a total of five outlets for food at Teaching staff and some lessons are conducted lunchtime and five at break. This comprises Enquiries to Gareth Dunn, Catering Manager in the Dining Hall and Kitchen, using Catering The Music Centre is financed through pupil fees, grants from the Local Authority (Derbyshire City & County Music Partnership), of the Dish of the Day servery, where students staff to give demonstrations of how dishes are [email protected] or can purchase a freshly cooked 2 course lunch, donations and money raised from fund raising activities. prepared and also costed. We are also closely on 01332 554 293 a salad and baked potato bar, a sandwich bar, involved in the Ethnic Fusion project that allows Venue: Saint Benedict Catholic Voluntary Academy, Duffield Road, Darley Abbey, Derby DE22 1JD a pasta bar and a ‘deli’. Fresh fruit is available pupils to cook dishes for their peers that they with all meals. would normally have at home. We provide opportunities for players, of all orchestral and band instruments, to make music together in a friendly and purposeful atmosphere.

The Centre has a team of experienced music directors, who lead each ability- specific group. We give several concerts each year in venues across Derby City, including our annual Gala Concert at The Assembly Rooms.

Are you playing an instrument? On Saturday mornings we make music, develop our skills, make new friends and have fun. It doesn’t matter how old you are, which school you go to, or how long you have been learning – we have a music group suitable for you to join.

Please just come along to try it out. Remember to bring your instrument with you! Subscriptions are currently £40 per term or £70 per term per family Bursaries are available on request.

All Enquiries contact: Christine Blackmore (Maternity cover for Rebecca Rathbone Leader of Instrumental Development and Director of Music at Derby Music Centre) Email: [email protected] Derby Music Association Registered Derby Music Centre: 07771 394250 Charity No. 1003249 Leader of Instrumental Development: 07979 214827 or look on our website www.derbymusiccentre.co.uk 42 43 Modern Languages Humanities Department

The Humanities are subjects that we Key Stage 5 believe provide the skills needed for a well- Modern Languages is a busy and thriving British Airways Language Flag Award Year 12 and 13 students department. Our key aim is to teach pupils how The Languages department at Saint Benedict is an approved balanced education. “Those who do not are entered for AS and centre for this prestigious award. The BA Flag Award brings learn from history are doomed to repeat it” A levels in Geography, important, interesting, relevant and exciting the relevance of Language learning in the world of business History, Psychology and Languages are. French is learned in Years 7, 8 and careers to life in the classroom. Year 9 learners have the and as we know we would be lost without Sociology. All AS and A level opportunity to practise interpreting and customer-service role- geography. The Department strives to Humanities subjects follow and 9; all pupils learn Spanish as well in Year 9. plays in the foreign language; they learn to partake in extended pass on our enthusiasm for Humanities AQA Exam Board Courses. Both languages are studied in growing numbers conversations and make the very most of the language they have learnt; above all, they gain confidence in their speaking and and encourage skills such as analysis, for GCSE and A level and we are very proud of the Geography students study units in both Physical and Human listening skills. Our pupils find it motivating and they enjoy having communication and team work while Geography. This contemporary approach looks at issues ranging a focus to their learning. The award has the added benefit of being excellent achievements of our students. . providing opportunities for pupils to improve from, plate tectonics to modern conflicts and challenges, while also an excellent stepping-stone to GCSE languages. giving the opportunity to embed and develop geographical skills literacy and numeracy skills. Key Stage 3 Highlights through field work investigation. Accelerated Progress for Beginners in Spanish Year 9 presents our pupils with the opportunity to learn a second Key Stage 3 In Year 12 History we study the twentieth century Totalitarian Regimes French Spelling Bee foreign language – Spanish. They make wonderful progress, as and Britain in the Sixties. This is follows in Year 13 by a study of they work with their teachers to build on and use the knowledge Britain from 1951 to 2007 and also by an Individual Enquiry of the The Foreign Languages Spelling Bee is enjoyed by our Year 7 History and Geography are delivered in Years 7 and 8 through a about language and all the language learning strategies they have pupils’ choice. learners. The aim of the Spelling Bee is for students in Year 7 to creative curriculum. Pupils in iLearn all learn humanities in new acquired through learning French in Years 7 and 8. practise and improve their vocabulary, spelling and memory skills and exciting ways. This enquiry based approach to learning enables Psychology students examine Cognitive Psychology, Developmental in French. This is a national competition which involves all of Year 7 pupils to carry out investigations, field work and enjoy lessons where Psychology, Research Methods, Biological Psychology, Social to start off with and proceeds through in-class, in-school, regional Key Stage 4 a variety of teaching strategies are used. and, ultimately, national finals. Our pupils relish the chance to A growing number of pupils choose to continue their study of Psychology and Individual Differences. enter into competition with each other and for many it gives them a French and/or Spanish for GCSE. This year 4 classes (2 French Key Stage 4 real injection of confidence and enthusiasm. and 2 Spanish) will begin to prepare for GCSE. Results were Sociology gives the opportunity for students to study the effects of society on individuals. In Year 12 we focus on Family and Education outstanding this year and a number of learners are encouraged to During Year 9 pupils follow a Humanities course that is intended to and in Year 13 on Beliefs in Society and Crime and Deviance. Parents into French carry on study at A Level. provide a good foundation for further study at GCSE. All four of the Learning can be fun (for adults too)! Every September, we run a subjects offered at GCSE are taught in Year 9 and are assessed using Parents into French workshop as part of our whole-school evening Languages Ambassadors the assessment objectives used in our GCSE syllabi. Pupils are given Lessons From Auschwitz for parents of new Year 7 pupils. The main aim is to give parents For the first time we have a team of Languages Ambassadors. the choice of opting to pursue the Humanities subjects with further the confidence to help their children learn by testing them on their These are Year 11 prefects with a special role to promote study in Years 10 and 11. Pupils who wish to gain the highly regarded new words each week. This event has proven popular with parents Languages events within their Houses and to teach younger English Baccalaureate qualification will need to choose either and pupils and can really empower and inspire parents to be learners about the benefits and joys of language learning. This Geography or History. All pupils have the choice of opting for GCSE actively involved in their child’s learning. project will allow the Ambassadors to develop students’ leadership courses in Geography, History, Psychology or Sociology. In Geography skills, refine their presentation skills and boost their confidence our pupils are prepared for AQA Syllabus A. The GCSE course Year 7 Visit to France in speaking to an audience. We believe they will bring enthusiasm emphasises the understanding of processes and issues of importance in the world today. The two main areas of study are “People and the Every year pupils enjoy an exciting visit to France, where they and a strong pupil-voice to the department. Natural Environment” and “People and the Human Environment” explore a small market town, go up the Eiffel Tower to take in Pupils really enjoy this course as it offers field work along with the the beauty of Paris and have lots of fun at Disneyland Paris. The Visit to Lille controlled assessment study. trip also provides pupils with the chance to spend time together, In November a group of Year 11, 12 and 13 students will travel to experience a different culture and to practise their French. by Eurostar to Lille where they will spend a weekend discovering Pupils opting for History follow OCR Modern World History Syllabus. Negotiating a transaction in a café or shop brings their learning to the city, absorbing its cultural highlights and experiencing the Pupils study the major events of Europe and World History during life. traditional Christmas market. This is a first for Saint Benedict and the Twentieth Century. In particular pupils examine International we are delighted to be able to offer this chance to our students. Relations 1945-1989, studying the period between of the Cold War. Mrs Rose also co-ordinates the Lessons Cookery and Food Tasting The course also includes two depth studies: British Society 1890 to from Auschwitz Project. This is a charity that A memorable highlight for our pupils is the cookery Key Stage 5 1918 and Germany 1918 to 1945. demonstrations and tastings that they attend. We are lucky to have We now offer both French and Spanish for A Level. Our pupils encourages young people to remember the a chef who is a native French speaker and he, along with our head make remarkable progress and enjoy the challenges of studying GCSE Psychology pupils follow the OCR Psychology syllabus, Holocaust and ensure that such events are not chef, delivers wonderful cookery workshops in French. Pupils are current affairs, cinema and literature through the medium of their examining moral development, obedience and aggression, conformity, forgotten. Every year two Year 12 pupils will encouraged to try some of the techniques and to taste the food chosen language. Visits, conferences and cinema club all keep gender role development and stress. prepared. This year, croissants, saka saka (a Malian dish) and them motivated and a carefully chosen selection of web-based be given the opportunity to take part in two resources supports their homework and independent study. tortilla de patatas have all been on the menu. GCSE Sociology pupils are prepared for AQA Sociology Syllabus workshops, meet a holocaust survivor and visit Studying social issues such as the family, the legal system, the role of education, deviance and crime, youth culture and social trends. Auschwitz Concentration Camp in Poland. This opportunity is open to all Year 12 pupils from any curriculum area. 44 45 Special Educational Needs (SEN) and Inclusion Department Nurture Support and Positive Support Texts are transferred to Braille and For many children the transition to secondary school and the onset large print or put onto individual student of adolescence presents huge difficulties and creates anxieties that laptop computers. Diagrams and maps some children find hard to cope with. The successful Nurture Group are prepared in tactile form. Specialist was created here at Saint Benedict in 2004, to address these issues, for technology is prepared and made available those children that we felt needed something extra above and beyond to pupils and pupil’s work is printed out for the normal curriculum. The work carried out by the department helps teachers. the students to develop self esteem and confidence in order for them to All pupils attached to the Enhanced achieve their potential in the secondary school setting. We have been Resource Base will receive in- class successful in gaining a three year accreditation for the Marjorie Boxall support for the practical elements of the curriculum. Some may receive Quality Mark Award. support for all lessons if their individual needs require this.

The curriculum in the Nurture groups emphasises the Social and All pupils within school are given Emotional aspects of learning, which is a key factor in a pupil achieving ‘awareness raising’ lessons enabling them their potential. Pupils may attend for just one or several sessions per to appreciate the challenges faced by sight week during Years 7-9 dependent upon their individual needs. We will be impaired and physically impaired pupils. offering lunch time clubs each lunchtime and some pupils join ‘Andy’s Through these sessions and through Angels’ as well. We have an annual weekend retreat at ‘the Briars’ which practical instructions in guiding techniques, gives a good opportunity to develop skills within a residential setting. all pupils gain insight and learn how to Nurture sessions are carried out in the Positive Support Centre where help their fellow pupils overcome such we can develop our work with our pupils with vulnerable and complex challenges. needs. We have successfully completed training of a team of staff to offer individuals a Positive Support programme. This has been developed in In September 2009 the Frazer Centre for conjunction with Derbyshire County Council’s Positive Support/Play team Independent Living was built. This provides and has been delivered in our newly decorated and resourced Wave Room. students with the opportunity to learn life and independence skills. It consists Parents/carers are kept fully informed and are invited to meet with staff of a large adapted kitchen, lounge with at regular intervals to discuss progress. We encourage parents/carers dining area, plus 2 bedrooms, allowing the to communicate regularly with the department as this makes a real facility for 2 students at a time to be able difference to the pupil’s progress. to stay overnight supported by 2 members of staff. Pupils are taught accredited English as an Additional Language (EAL) independence skills which allow them Saint Benedict Catholic Voluntary Academy is a culturally diverse to work towards living as independent community with a number of pupils with English as an Additional a life as possible after school. Courses Language. Students entering Saint Benedict with limited English include the development of personal language are supported by the EAL department, where their current skills and the development of skills for language levels in English are assessed and a personalised induction working life. Individualised programmes programme of support is tailored to best meet their individual needs. can be provided in the sixth form for those students for whom the traditional sixth Learners are then integrated into mainstream lessons on a gradual basis form route is not appropriate. Support for Who’s who in SEN and Inclusion? Essential Skills whilst continuing to access language support lessons, where they have A level is of course also provided. The management team for the department consists of: This department consists of Specialist Teachers and an experienced the opportunity to also explore English culture and society. This also gives team of Learning Support Assistants who support pupils in mainstream Ann Muldoon - SENCO them the opportunity to meet and share experiences with students from Gifted and Talented lessons and, if required, on a one to one basis. The department offers an other cultures and learn to understand and respect the cultural differences Dr Rob Rodgers - Director of Learning for SEN and Inclusion There are a variety of definitions relating to Gifted and Talented and as intensive programme of classes for literacy and numeracy in Year 7 and within our academy. Students have access to Language support for as an academy we have agreed on the following definition that suits our Anne Butt - Director of Learning for Enhanced Resource Base for then timetabled booster sessions in Years 8 and 9. long as they need it until they feel ready and able to access all areas of the academy with our unique students: pupils with physical and visual impairments national curriculum. The team supports pupils at all stages of the Special Educational Needs Saint Benedict and SEN and Inclusion Code of Practice. Pupils are assessed in a variety of ways – by liaising Where possible, new arrivals are buddied up with a native English speaker ‘Gifted and Talented students are those who may As an academy, we actively work towards meeting the rights and with primary schools, parents/carers, the pupils themselves, the Local and a speaker of their own language, which helps them cope with the demonstrate outstanding potential in one or more areas duties introduced by the SEN and Disabilities Act of 2001 and pursue Authority, other outside agencies and screening tests taken during their transition to their new environment. and who perform at such a level as to warrant extended and first term in school. All of this information enables us to ensure that their an approach based on ‘Inclusion’. We have been awarded the Inclusion additional opportunities to further their development’. Quality Mark. Each department in our academy has an Inclusion needs are identified and met in the most effective way. The academy now offers to Advanced Bilingual learners the opportunity Champion and all the champions meet regularly with the SEN and to sit a GCSE in English as an Additional Language as one of their GCSE Pupils have a programme of support and intervention which enables As an inclusive academy community we aim to foster and encourage Inclusion Department to develop Inclusion. Each term we have at least Options. There is also an opportunity open for these students to sit a GCSE them to receive individual and group work to meet their needs. The every student to see the value and purpose in learning; gaining one staff development session for all staff which focuses on ‘making in their native language where there is a GCSE available. progress and attainment of all our pupils is regularly reviewed. If at satisfaction and independence from it. Equality of opportunity means that inclusion work’ in the academy. any time parents/carers have any concerns, no matter how small, they Enhanced Resource Base all students have an equal right to the kind of teaching and provision that should contact the department. allows them to be suitably stretched and challenged and show progress We believe in the presence, participation and achievement of pupils The Enhanced Resource Base is a Local Authority funded resource in their learning. irrespective of their ability, physical and/or sensory impairment, Behavioural, Emotional and Social Difficulties specifically commissioned to provide support for students with sight emotional and behavioural difficulties. We encourage the fullest The Department leads on the on-going plan and intervention to promote impairments and/or physical impairments. It is housed in a purpose built block comprising of a large resource preparation room where Braille Our aims for Gifted and Talented Provision are: participation of all our pupils in the spiritual, educational and social life more positive and appropriate behaviour from students exhibiting prolonged, emotional and behavioural difficulties. The work undertaken and large print resources are produced, 4/5 study rooms for our pupils, a of the academy. falls into two categories; that of developing more appropriate patterns large Physiotherapy suite and an office. Outside, there is a sensory garden • To ensure access to differentiated educational resources of behaviour in some students and of preventative work. The overall providing a quiet area for pupils during lunch and break times. and programmes which develop, enhance and extend their The Special Needs and Inclusion Department is composed of seven aim of the preventative work undertaken is to keep targeted disaffected developed abilities specialist areas working together to meet the needs of the pupils in the pupils in school and working within the Core National Curriculum whilst Pupils are withdrawn to be taught specific skills such as Braille, touch • To ensure that individual teachers are sensitive and aware to the best way possible. their behaviour problems are addressed. Targeted pupils may also typing and specialist I.T. as appropriate. Pupils who also have some distinct and needs of Gifted, and Talented students • Essential Skills include those who are emotionally distressed, or in need of additional learning difficulties are given specialist tuition on a one to one basis or • To provide pastoral programmes that support the self esteem of • Enhanced Resource Base ‘parental’ support. It may include students who have difficulty attending in small groups in the ERB. ERB pupils also receive input from Health students • Nurture and Positive Support school on a regular basis or students who have suffered bereavement. and Education professionals such as the Orthoptist, Physiotherapist, • To provide systems for identifying and dealing with The department provides multi-agency links to a variety of agencies Occupational Therapist and Speech Therapist. • Behavioural, Emotional and Social Difficulties underachievement and its causes where appropriate including Social Care, Family Therapy, Educational • To foster a co–operative home-school partnership which informs • English as an Additional Language Psychology Service, Addaction, The Edge, dual placement providers and Support for the pupils is individualised according to need. Pupils with sight and involves parents • Gifted and Talented the Youth Offending Team. An important area of growth has been the and physical impairments spend as much time in the mainstream classes • To support academic, creative and sporting qualities that as they are able to. Our aim is to enable pupils to operate as independently • Foundation Learning – Princes Trust mentoring work that is undertaken with pupils who will benefit from this enables them to realise their contribution to themselves and kind of intervention. as possible within lessons. This is done by working closely with society. mainstream teachers to ensure that resources are prepared in advance of 46 lessons and appropriate specialist equipment is provided. 47 Fundraising/Development School Council Review 2012-2013

Saint Benedict School Trust is a Company For the first time in our school/academy’s history of Limited by Guarantee, registered in having a School Council a candidate who was not a England No. 2683655 with Charitable member of the sixth form was elected to the position Status No.1008247. As a Catholic Academy of Vice Chair of the Council for this year. Niamh Toner we are used to fundraising for charitable who was in Year 8 at the time of the election was that causes and include ourselves in our person who alongside our Chair, Callum Alderson fundraising efforts. have led the School Council continuing the council`s What does this mean? efforts to make our academy a happier and better Monies raised will go into Saint Benedict School Trust to enable the academy to continue to improve the learning environment and place for all. facilities of pupils and staff, now and in the future. Again this year the council has worked hard on helping make changes What are we going to do to raise the funds? and improvements to the school. The council was very vocal in the need The academy launches appeals to fund projects and needs your help and support to achieve our targets. From time to time we for new boilers to be fitted to address the issue of inadequate heating hold fundraising activities with the full support of the Governors, something which has happened this year. School toilets have been a Headteacher and staff. popular topic of discussion at our meetings and again the council was How can I help? instrumental in bringing about the vast improvements that have been made to the boys’ toilets in south block. There are a number of ways you can help…

Other projects that we have brought to the attention of the Headteacher Text – Thanks to Vodaphone and Just Giving, donors can now send a donation by text with no additional network charge and we get in our monthly meetings include the need for storage compartments every penny! So a £10 donation will cost you just that! To donate to be installed in the area behind the tennis courts to enable pupils just text: to keep their bags and other belongings safe whilst they enjoy their lunchtime activities. Little things like this are important to our pupils SBEN10 £10 to 70070 or SBEN05 £5 to 70070 and we believe that it is our duty, as the school council, to represent the Online - www.justgiving.com/saintben the easy way to donate student voice on these and other issues. online, just log on and make a donation! Regular Giving with Gift Aid - Supporting us with a monthly One of our aims this year was to have Year 7 pupils as members of standing order plus a signed gift aid declaration enables us to the council earlier than we have in the past. We have usually waited claim a further 25% from the Government. This means that for until they have had time to settle into their new school but this year every £10 it is worth £12.50 to the appeal. For a form please email: [email protected] we advertised early and had many applicants and now have ten very active new members who have contributed much as they have gained The Saint Benedict School Sunshine Lottery - Pick six numbers from 1 to 10 for your chance to win up to £10,000. Each in confidence. Special thanks to our School Council leavers must go to £1 weekly entry has 4 chances to win each week and earns the Holly Keating, Chloe Rains and Hugo von Fragstein for the commitment academy £18.20 annually. To start playing log onto the link below they have shown in the time they have been on the council. Good luck and register: to them in the future. www.theweatherlottery.com/categories/players/scheme. php?scheme=STBCS We will leave the last words to Callum our chair: For more information on how to help our academy or get involved in our fundraising efforts please contact Jenny Williamson on ‘Chairing the school council this year has been fantastic; it has given 01332 554263 or [email protected] me and many others the opportunity to make a difference to our school SCHOOL UNIFORM and its students. Being part of the school council has taught me a lot and I would recommend to anyone who wants to make a difference to our academy to join the council.’ Morleys, part of the John Cheatle Group, became the academy’s official supplier of school uniform on 4 January 2010. They are located just outside the City Centre in Chaddesden. The shop offers free car parking and an online ordering service simply by visiting the website detailed below: www.schoolwear-centre.co.uk School: Saint Benedict Password: Ben Morleys can be located at the following address: Morleys: 446 Nottingham Road, Chaddesden, Derby DE21 6PE Niamh Toner (Vice Chair) Callum Alderson (Chair) Telephone: 01332 281311 Article written by Callum Alderson, Niamh Toner and Mr 48 Opening hours: Opening hours are Monday-Saturday 0900 to 1700 hours Malone, Senior Assistant Headteacher 49 Charities Project Arusha Registered Charity 1124283 The successful applicants are asked Every year each of the six Houses choose a charity that they will raise money for. The to make a personal contribution charities vary widely, but all are grateful for our hard earned contributions and it is also of £400 each. In addition, they are asked to work together to raise a good way in which to get some of our younger members of the community to think of between them a sum equivalent to a minimum of £300 each. (Some others and ways in which to fundraise. groups raise considerably more than this). The parishes match this As a Catholic Academy we fully support the work and varied project undertaken by CAFOD. total to cover the cost of the air fare and board and lodging. The young Our Catholic Schools, Academies and Parishes are the only groups that contribute to the people also pay for their ‘jabs’, visa/work permit and travel insurance. invaluable work that CAFOD and its partners around the world do. Are you interested? Are you up to it? Be warned – it will not be easy. There will be many things you may find hard: different food; lower standard of You will find more information about the good charitable works in the House section of the living; completely different culture; mixing with students whose values are likely to be rather different from your own; being away from home, family and prospectus. friends; constraints of the daily curriculum; quiet times when there is not much happening; getting up at 6.00 am!

Internationalism At Saint Benedict But, this could be the opportunity of a lifetime. The young people who have St Mary’s and Holy Family Parishes have established links with a Diocese in been to Arusha in the last nine years will certainly confirm that they have Just as our work with Afghanistan drew to a close, we had an experience they will never forget. Several have pointed out that they Our international work has continued the developing world. A former pupil of Saint Benedict School, Sister Ruth can go to university next year, but they will never get the chance of going on established a link with two schools in United Arab Emirates, Percival MMM, lived for 20 years in Tanzania, East Africa – latterly in the Project Arusha again. to flourish this year through a full and the Rashid Bin Humaid School for Boys and the Al Zawra Diocese of Arusha. With the help of Sister Ruth’s contacts, Project Arusha School for Girls. Contact has already been made with both When the young people return varied programme of activities. was launched in 2004. The project provides a unique personal development from Arusha they are asked to schools; a group of pupils exchanged “My Culture in a opportunity for young people, and is also a mechanism for giving financial write a report on their trip. These We started off the school year with a series of assemblies Box” via The British Council website with the support of Dr help to students and schools in a very poor country. quotes from their reports give led by Mr Round and his team of volunteers and their Rodgers. Year 8 iLearn spent two weeks learning about the some indication of the impact the Over the last nine years thirty-seven Year 13 students have been selected experience has had on them: experiences of participating in the Olympics over the UAE and preparing resources and materials to be exchanged to go on the project during their ‘gap’ year. The next group, flying out to summer. They had a rewarding and valuable time and with the schools. Tanzania in January 2014, are Rebecca Finn, Heather Beal, Bethan Roper “Coming back to Derby I feel lost. thoroughly enjoyed their time in London. and Taylor Marcer-McCann. In addition to these exciting projects, internationalism Within a few weeks of being in Following the initial selection process, briefing sessions are arranged. We also held our first celebration of the European Day of is developed across the curriculum with many subjects Africa I felt so settled and at home. It’s like coming back to what you don’t As well as cultural orientation, these briefings include lessons in basic know, little things like being able to drink water from a tap we take for Languages. Year 7 parents were invited to an information embedding international topics within their subject area. Kiswahili. After this preparation - and the necessary ‘jabs’ - the young evening in September which was aimed at helping parents English has a long standing tradition of studying literature people travel to Tanzania where they work in schools in Arusha for three granted here. It’s the biggest culture shock and contrast in lives I could to help their children to study more effectively at home. We from other cultures; Citizenship offers opportunities to months from January to March. have ever imagined.” all enjoyed Mrs Galletly’s fun French demonstration and explore international issues and current affairs as well as the role of international organisations such as the United The town of Arusha is described as ‘the safari capital of Tanzania’. It lies “A key thing I noticed at the schools was how focused and driven the the evening ended with a range of European foods on offer. at the foot of Mt Meru, not far from Mt Kilimanjaro. The boys are normally Also on hand was an interpreter and members of the EAL Nations. Houses also offer the opportunity to engage with based at the Arusha Boys’ Seminary at Oldonyo Sambu, about 50 minutes pupils were to do well and be successful. The comparison to students in department to help and offer advice. Feedback from parents international issues; the Red Cross came in to school to drive from Arusha town. Here they help the Arusha boys with their studies, England is so different!” was very positive and we aim to make this a regular event on deliver a thought provoking assembly on refugees and many especially written and spoken English. They also work on the school farm “On a personal level Project Arusha has given me independence, a the school calendar. Houses support charities with international connections. and in the garden, and join in various sporting and musical activities. Their day starts at 6.00am and they go to bed when the sun goes down! stronger faith and a realisation of what is truly important in life. It has also given me the motivation to do more for others.” The EAL department continues to develop and grow and this As an academy we value the diversity of our Community and The girls are based in the town year will have the support of a Polish language assistant who seek to promote tolerance and understanding of different itself, and teach in St Joseph’s “I felt so welcomed by the Maasai people of Loolera and I was flattered will be with us for the academic year. This has been arranged cultures and traditions. Girls’ Secondary School and St when they saw fit to dress us up in their traditional dress and gave us Augustine’s Primary School. In with the support of Comenius which supports educational gifts. Their many acts of kindness and generosity, despite having so links and projects across Europe. We are delighted to the classroom they mainly help the students with their English, little materially, demonstrated that money does not buy happiness. I left welcome Magdalena Grzybowicz and feel sure she will be a though some have ventured into feeling humbled and ‘purified’.” great asset for us all. the Maths and Music curricula. Note: For most of the Tanzanian “Teaching for me was by far students English is their third the best part of the trip. I came language, after their tribal away from the classroom language and Kiswahili. feeling a sense of purpose, In addition to their work in the schools, the young people from Derby are belonging and ever so able to find time to go on safari (Kiswahili for ‘journey’) and see some of the rewarded.” wildlife in the famous Tanzanian parks such as the Ngorongoro Crater. They also leave the tourist routes to visit some of the outlying parishes and meet “As the trip continued we were some of the Maasai people in their own surroundings. (You can’t get these presented with more and more experiences in the holiday brochures!). evidence that the people of Tanzania were richer than us Applications and Costs in the more important things Applications to go to Tanzania on Project Arusha for three months from in life.” January to March 2015 should be submitted by 25 October 2013. This opportunity is open to Saint Benedict students who will be leaving school after Year 13 in July 2014. If you want to find out more about Project Arusha ask Mrs Thraves for an application form or email Denis Homer: [email protected] 50 51 Saint Benedict Admissions Policy 2013/2014

are available after the other criteria have been applied. The assessor will The governors of Saint Benedict Catholic Voluntary Academy are admission , with siblings closest in age to the applicant at the time of Definition of Place of Residence have skills in the Performing Arts, and will have no family connection with responsible for determining their admission arrangements. In doing so admission having priority (Siblingship will not be recognised for pupils The child’s ordinary place of residence will be deemed to be a residential any applicant. The assessors’ judgement on aptitude is on the day, and is they have consulted all parties required by the Code of Practice. who in the first instance were admitted into Years 12 or 13) property at which the person or persons with parental responsibility final. The Academy Governing body is the admission authority for Saint Benedict 7. Practising Anglicans - proof of baptism and clergy statement is for the child resides at the closing date for receiving applications for Catholic Voluntary Academy and has a responsibility, laid down by law; required. (Clergy statement forms can be obtained from Saint admission to the Academy. Where parental responsibility is held by more Application for twins and multiple birth children: Where the final place to maintain the Roman Catholic character of the Academy and their Benedict Catholic Voluntary Academy if not enclosed) than one person and those persons reside in separate properties, the available is offered to a child from a twin or multiple birth the Governors admission policy is agreed with this in mind. The admission process is 8. Other Practising Christians - proof of baptism and clergy statement child’s ordinary place of residence will be deemed to be that property will normally offer places to both twins, triplets etc even if this means co-coordinated by the Local Authority on behalf of the governing body, and is required (Clergy statement forms can be obtained from Saint at which the child resides for the greater part of the week, including exceeding the planned admission number. the process is outlined in the ‘Admissions Handbook – Secondary school’. Benedict Catholic Voluntary Academy if not enclosed). Christian weekends. www.derby.gov.uk churches are those churches and denominations which belong to Churches Together Churches Together in England and Wales (See list below). In view of Documentation (See www.churches-together.org.uk for further details on membership) The Academy serves the Catholic population of the City of Derby and the special relationship between the Catholic Church and the Eastern The common application form provided by the Local Authority asking surrounding areas. It takes children from the parishes of: Orthodox churches, priority will be given to children baptised in these for your preferences, should be completed online or by phone. The • The Baptist Union • All Saints, Ashbourne faiths before those of other Christian denominations. governors of Saint Benedict Catholic Voluntary Academy also require a • British Antiochian Orthodox Church • Christ the King, Mackworth 9. Children with aptitude in drama, music or dance (please refer to supplementary Admission Information form to be completed. Applicants • Cherubim and Seraphim Council of Churches • Saint Ralph Sherwin, Chellaston additional information required with application) should request a copy of the form from the Admissions Officer at the • The Church of England • English Martyrs, Alvaston 10. Other Practising Christians – proof of baptism/dedication and clergy Academy and this should be duly returned to the Admissions Officer at • Church of God Prophecy • Church of Scotland (in England) • Holy Family, Allestree statement is required. Clergy statement forms can be obtained from the Academy. Forms will be made available at the six Catholic partner • Congregational Federation • Our Lady of Lourdes, Mickleover Saint Benedict Catholic Voluntary Academy if not enclosed). Other primary schools. Without this form the governors’ admission panel of the Academy are unable to apply their admission policy and place the • Coptic Orthodox • Our Lady of Mercy and Saint Philip Neri, Melbourne and other practising Christians, who are members of a church, which does not • Council of African and Caribbean Churches applicant in the relevant criterion. If the governing body has made an villages belong to Churches together in England and Wales. • Council of Oriental Orthodox Churches allocation of a place on the basis of fraudulent or intentionally misleading • Our Lady of Perpetual Succour, Belper 11. Anglicans who do not practise – proof of baptism is required • Ichthus Christian Fellowship • Our Lady and Saint Theresa, Wirksworth 12. Christians who do not practise – proof of baptism is required information, that place will be withdrawn. • Independent Methodist Churches • Saint Alban’s, Chaddesden 13. Other applicants • Joint Council for Anglo-Caribbean Churches • Saint George’s, Normanton and Littleover Definitions • Lutheran Council of Great Britain *Parents/Carer wishing to request that their application be considered • Saint Hugh’s, Borrowash Sibling • The Methodist Church under Criteria 1 or 5, will be required to provide additional supporting • United Reform Church • Saint Joseph’s, Derby Siblings (brothers and sisters) are considered to be those children who live documentation. • Wesleyan Holiness Church • Saint Joseph’s, Ripley at the same address and either • Saint Mary’s, Derby The proposed admission number is 245. • Have one or both natural parents in common Waiting List • Saints Peter and Paul, Swadlincote Children with statements of special educational needs where the Academy • Are related by a parent’s marriage The Local Authority will establish a waiting list. The list is rank ordered • Our Lady of the Most Holy Rosary, Stapenhill is named in the statement will be admitted. This will reduce the number • Are adopted or fostered according to the published admission policy. Unsuccessful applicants will • Saint Joseph the Worker, Winshill of spaces available. be automatically added to the waiting list. Applicants will normally be left • Old Normanton with Holy Spirit, Winshill Practising on the waiting list for 3 full terms. They can remain longer at parents’ and the Catholic primary schools of: Discriminators If discrimination (tie breaker) is required in any of the above criteria, the We would normally describe ‘practising’ as regular attendance over at request. • Saint Joseph’s, Derby following will be used in order until places are filled: least 2 years, attending at least once a month. Attendance at church with • Saint Mary’s, Derby a uniformed or similar organisation is not normally considered to count as Appeals • Saint Elizabeth’s, Belper • Preference will be given to applications within criterion 1,2,3 or 5 ‘practising’ if this is the only activity. If a child is not allocated a place, Parents/Carers have a statutory right • Saint Alban’s, Chaddesden, Derby when criterion 6 also applies to appeal. This should be done by writing to the Clerk to Governors care • Saint George’s, Littleover, Derby • Children with aptitude in drama, music or dance. If necessary ranking Definition of a Catholic of the Academy no later than four weeks (twenty school days) after the • Saint John Fisher, Alvaston, Derby will be by workshop assessment A child baptised in the Roman Catholic Church or those formally received offer letter has been received from the Local Authority. The appeal will Oversubscription Criteria • The attendance of the child at a Catholic primary school into the Roman Catholic Church, Catechumens, Candidates for Reception be arranged on behalf of the governors by the Catholic Schools Appeals (those formally preparing to be received into the Roman Catholic Church) Service and will be heard by an independent panel. The decision of the As a Catholic Academy our first priority in considering new pupils or • Distance: those furthest away (as measured by public highway) from or those baptised in one of the other rites of the Catholic Church whose panel will be binding on the Academy. students is those who are Catholic. another Catholic Secondary school will have preference members are in full communion with the Bishop of Rome. The Governors will comply with parental preference unless the Academy is The number of places for pupils of the normal age of entry to the Academy In a very few cases, it may not be possible to decide between the oversubscribed. If oversubscribed, the following criteria will apply: which were available at the start of the 2012/2013 school year was 245. applications of those pupils who are the final qualifiers for a place Definition of a Catechumen The number of written applications for places from the start of the 1. Catholic children in the care of a local authority (see definition below) (eg children who live at the same address or have the same distance Catechumens are those children who have expressed an explicit desire 2012/2013 year, or (as appropriate) preferences expressed for places at – a baptism certificate or other proof of baptism is required measurement). If there is no other way of separating the applications to be baptised into the Roman Catholic Church and who are currently the Academy was 373. 2. Catholic children from parishes and schools in the Academy’s and if to admit both or all of the children would cause the legal limit to be preparing to receive the same by regular participation in Sunday worship catchment area - a baptism certificate or other proof of baptism is exceeded, then the child (or children) who will be offered the place(s) will and a recognised programme of preparation. In Year Admissions required be randomly selected by drawing lots. Details of the application process are available from the Academy and from 3. Children with a visual or physical impairment to the number in Definition of a Candidate for Reception the Local Authority. Once an application has been made, it will be passed the service level agreement with Derby City and Derbyshire Local Candidates for reception into Full Communion with the Roman Catholic Additional information to the Admissions Committee of the Governing Body for consideration. If Authorities Church are already baptised in another Christian tradition, who have Catholic parents are asked to provide a baptism certificate or other proof the respective year group total is below the published admission number 4. Catholic children from outside the Academy’s normal catchment area expressed an explicit desire to be incorporated into the Roman Catholic of baptism with their application. All other parents with children baptised for that year group, the child will be offered a place. If the admission – a baptism certificate or other proof of baptism is required Church and who are currently preparing to be received into the church in other faiths, must provide proof of baptism and a clergy statement of number has been reached, the child will be only offered a place if the 5. Other children who are in the care of a local authority. ie A by regular participation in Sunday worship and a recognised programme their commitment, to aid governors in placing their child in the correct Committee decides that the education of pupils in that year group will not ‘looked after child’ or a child, who was previously looked after but of preparation. It is advisable that records of any such reception or criterion. be detrimentally affected by the admission of an extra pupil. immediately after being looked after became subject to an adoption, incorporation are maintained by the parish. residence, or special guardianship order. A looked after child is a Referring to Criterion 9: As a Specialist Academy we are allowed by law to If your child is not allocated a place, you have a statutory right to appeal child who is (a) in the care of a local authority, or being provided with Definition of a Child in Public Care (Looked after) select up to 10% based on our specialism. Judgement on aptitude will be (see ‘Appeals’ above). Your appeal should be lodged within four weeks accommodation by a local authority in the exercise of their social A child who is looked after by a local authority in accordance with Section made from any evidence provided by the parents, and from the pupil taking (twenty school days) after the date of your refusal letter. services functions (see the definition in section 22(1) of the Children part in workshops in Performing Arts set by the Academy, designed to 22 of the Children’s Act 1989 (b) at the time application for their admission Act 1989). *See additional note. establish aptitude. This will lead to a rank order. There will be a maximum is made and who the Local Authority can confirm, will still be looked after Admissions Department 6. Brothers and sisters of Key Stage 3 and 4 children attending Saint of 24 places available under this criterion depending on how many places at the time when they are admitted to the Academy. Middleton House Benedict Catholic Voluntary Academy at the proposed date of 27 St Mary’s Gate | Derby | DE1 3NN 52 T: 01332 642725 53 Admissions Policy 2013/2014 The School Day The School Day School Terms and Holiday Dates 2013/2014 Monday, Tuesday, Wednesday and Friday Autumn Term 2013 08.40 - 09.40 Period 1 INSET DAY Wednesday 4 September 09.40 - 10.40 Period 2 Years 7 and 12 Thursday 5 September 10.40 - 11.05 Registration Years 8, 9, 10, 11 &13 Monday 9 September 11.05 - 11.25 Break Half Term Monday 28 Oct - Friday 1 Nov 11.25 - 12.25 Period 3 Last Day Of Term Thursday 19 December 12.25 - 13.25 Period 4 INSET DAY Friday 20 December 13.25 - 14.05 Lunch Spring Term 2014 14.05 - 15.00 Period 5 Term Starts Monday 6 January Half Term Monday 17 - Friday 21 February Thursdays INSET DAY Thursday 20 March (Parents Consultation Day) INSET DAY Friday 21 March 08.40 - 09.35 Period 1 Last Day of Term Friday 11 April 09.35 - 10.30 Period 2 Summer Term 2014 10.30 - 11.05 Registration Term Starts Monday 28 April 11.05 - 11.25 Break Fair Access Performing Arts Workshops –Tuesday 26 November, Wednesday 27 May Day Holiday Monday 5 May— School closed Local Authorities are required to have Fair Access Protocols in order to November and Monday 16 December 2013. Applicants will be invited to 11.25 - 12.25 Period 3 Half Term Monday 26—Friday 30 May attend. make sure that unplaced children who live in the home local authority, 12.25 - 13.25 Period 4 INSET DAY Friday 4 July especially the most vulnerable, are offered a place at a suitable school, as On Monday 3rd March 2014 the Local Education Authority will inform 13.25 - 14.05 Lunch Last Day of Term Wednesday 23 July quickly as possible. This includes admitting children above the published parents if their child is to be offered a place at Saint Benedict Catholic 14.05 - 15.00 Period 5 admissions number to schools that are already full. Voluntary Academy. 6th Form There will be an opportunity for parents of Year 6 children commencing in September 2014, to meet with House Leaders on Monday 23rd June or Applications to the 6th form must meet the minimum academic Tuesday 24th June 2014. requirements for advertised courses. Thereafter, oversubscription Year 6 students will have the opportunity to spend a day in the Academy criteria applies. Planned admission maximum numbers for Year 12 is for their Induction day in July 2014 (Date to be confirmed). 220. Places Available Disability Equality Scheme Applications – Primary to Secondary Transfer For Year 7 in September 2014 the proposed admission number is 245. Parents will receive information on how to complete a Common Allocation of Places for September 2012 Application Form (CAF) via their child’s primary school from their Number of applicants within each criterion as per Admissions Policy Introduction Local Education Authority. This must be completed and returned to 2012/2013: Saint Benedict Catholic Voluntary Academy is committed to their Local Education Authority by Thursday 31 October 2013 (please Criterion Number of students ensuring equality of education and opportunity for disabled pupils, note this date is relevant for Derby City Council and Derbyshire County SEN 0 staff and all those receiving services from the academy. The aim is Council. Should you be under another authority, please check their 1 0 to develop a culture of inclusion and diversity in which people feel closing date directly with their admissions team). If your preference 2 103 free to disclose their disability and to participate fully in academy 3 1 is for Saint Benedict Catholic Voluntary Academy you must complete life. The achievement of disabled pupils will be monitored and 4 0 a Saint Benedict Catholic Voluntary Academy admission information 5 1 data will be used to raise standards and ensure inclusive teaching. form. This is available from the Admissions department at Saint 6 27 Reasonable adjustments will be made to make sure that the Benedict Catholic Voluntary Academy. The admission information form 7 3 academy environment is as accessible as possible. Saint Benedict enables the governing body to apply their admissions policy. 8 9 Catholic Voluntary Academy promotes the belief that diversity is 9 19 a strength which should be respected and celebrated by all those 10 6 Confirmation of receipt will only be given if a stamped, addressed post 11 5 who learn, teach and visit us. card is enclosed. 12 2 13 69 For applications for September 2014, please refer to our Admissions Further information policy for 2014-2015, in the Derby City or Derbyshire County Council Safeguarding Children Applications from parents of children who are younger than the normal If the academy has a concern about the safety or well-being of a Admissions handbook. transfer age will not be considered unless the following conditions are pupil, it has a duty to report those concerns to Children’s social care. met: Timetable • Child protection co-ordinator and E-Safety co-ordinator - • Unequivocal support of the parent Prospectus available – Wednesday 4 September 2013 Ann Muldoon • Real wish by the child for early transfer • Designated teacher for Looked after Children - Penny Brunt Year 6 Open Day Tours – Wednesday 25th September 2013 and Thursday • At least 24 months of accelerated schooling; i.e. has spent this time • The school nurse also has child protection responsibilities - 3rd October 2013 at 9.15am (To book, please contact Jean Sands, with the transfer group Lisa Wilson Admissions Officer) • Has, in the Governors’ opinion, reached the appropriate academic level using National Curriculum and other tests Closing Date for Applications – Thursday 31 October 2013 • Unequivocal support from educational psychologist, recommending (Derby City Council and Derbyshire County Council only) early transfer, not just approving it • Support of the Headteacher of the Primary school concerning the child’s academic standard 54 55 Bus Information

School Transport If your child does not have a free bus pass, but lives in a District Council area area mentioned above and uses Notts & Derby City buses; as Notts Notts & Derby (City) Buses & Derby is a commercial bus service, the students will still be able to pay the driver on a daily basis (£2.60 two journeys, £1.40 single with a There are 16 buses which transport students to and from the B-Line card). Alternatively, you can apply for a bus pass from your District academy daily and all embark/disembark in the bus bays within Council. The charge for the school year 2012/13 was £317 for secondary the academy grounds. The routes cover all of the City and suburbs aged children; however, this was under review at the time of going to and many outlying districts from Heage in the north of the county to print and may change from September 2013. Parents will be notified Shardlow in the south, from Hilton and from Borrowash. accordingly. For those who live within the City boundary: People to Contact:

Our City buses are operated by Notts & Derby as commercial routes. For those who live within the City boundary: School Admissions The two trip fare with a B-Line card is £2.60, and the single journey fare is Derby City Council £1.40. (Without a B-Line card, the fares will be £2 single & £3.90 two trip). Tel: Derby 642729 Please ensure that the children have the correct money for their bus fare. New Year 7 students will be allowed to pay the reduced fares until their For those who live outside the City: B-Line card arrives. Derbyshire County Council School Transport Students travelling on Notts & Derby City buses must pay a fare, County Hall unless eligible for free school transport. Children whose parents are on Matlock maximum working tax credit, or who are in receipt of free school meals, Derbyshire and attending the school on faith grounds, may be entitled to free school Telephone: 01629 580000 Ext: 6740 transport. Please contact Derby City Council on the number below for further details/criteria. Mrs McMinn, School Office Manager, will also advise if you contact the school.

Derbyshire County Council & District Council Bus Passes Notts & Derby Tel: 01332 204568

Any students whose parents pay their Council Tax to an authority other There is a code of conduct for travelling on buses which pupils must than Derby City Council need to be aware of the charges below:- follow. Any pupils missing a bus after school should report to the School Office. To assist students in taking part in the many extra-curricular Parents of new Year 7 children (Buses 256, 259, 337) activities, a late bus operates into the City centre, departing at 5 pm (free of charge). You will have received a letter and form to apply and pay for a bus pass. This includes Catholics. Please note that ALL new Year 7s on the above buses will have to complete either an X78 form (Catholics) or an Whilst the academy will do its best to facilitate a bus service network, Application for Faith School transport (for all other new Year 7s). Children it cannot guarantee a direct bus service, and it may be necessary for can no longer pay the driver for their journey. Once they have received students to use the public bus service which runs frequently from the their bus pass, this will guarantee a place on the bus. academy gates. Priority for school buses will always be by age and bus Parents of Year 8 – 13 (Buses 256, 259, 337) pass entitlement.

If your child currently receives a free bus pass (Catholics), they will continue to receive one until the end of Year 11 (unless you change address).

All other students will be required to apply and pay for a bus pass on Application for Faith School Transport form – both forms available on the Derbyshire County Council website www.derbyshire.gov.uk/ get2school or the School Office. No-one will now be able to pay the driver for their journey on the 256, 259 or 337 buses. These are all bus pass only. Easy payment methods will be available.

Parents of children living in a District Council area, and using Notts & Derby buses

These areas include Hilton, Boulton Moor, Borrowash, a small area of Mickleover, Elvaston, Thulston, Stenson Fields, and other District Council areas. If your Council Tax is paid to Derby City Council, the instructions below will not relate to your child.

If your child is Catholic and currently receives a free bus pass, they will continue to receive one until the end of Year 11 (unless you change address).

56 5751 What Do We Learn? Where Do We Learn?

Last year we redeveloped our curriculum • Geography English, Maths, Languages and Humanities all A professional standard Hair and Beauty Salon, staffed by professionals in the field, and with all the equipment and furniture one would expect • Health & Social Care in order to further provide an engaging and have their own suites of specialist rooms grouped on the high street, has established itself as one of the major training History• to allow resources to be gathered together. locations within an educational institution in the City. rigorous experience for all our learners. We • Modern Foreign Language (French and Spanish as well as have reduced Key Stage 3 to Years 7 and 8 and Elmwood, the Sixth Form study centre, packed with computers and study opportunities to take exams in Languages such as Polish) IInformation Technology increases in importance. spaces, with a very attractive common room provides an excellent base redeveloped Year 9 as a “Bridge Year” to focus • Music and Music Technology Our 200+ computers are located in five rooms for independent study. Fully staffed at all times, there are always staff students on the options and skills required across the academy, all networked, in several on hand to help students study, and with those other little challenges • Physical Education that can occur in the lives of 17-18 year old students! for successful GCSE and Vocational study. All • Principles of Engineering + + department clusters, and in the Computer Aided Design room. Hardware is IBM compatible students will start GCSE studies in Year 9 in the • Psychology machines; e-mail, CD-ROM and Internet facilities Site Facilities core subjects of English, Mathematics, RE and • Sociology are available. An internet dedicated server works Accommodation • Textiles Science as well as Expressive Arts. with the 10mb broadband system. On the main part of our large site - one of the best in Derby - we have: • Vocational Business • 2 halls The iLearn curriculum runs across Years 7 and 8 and it is helping • Vocational Construction & the Built Environment A Design and Technology centre was completed in September 1997 with the latest technology and health and safety standards. • 1 gymnasium pupils to develop their wider learning skill and personal skills. At the • Vocational Hair & Beauty • 1 sports hall heart of this curriculum are the personal learning and thinking skills • Vocational ICT Ten specialist science rooms across the academy were extended to • 12 fully equipped science laboratories which include; developing the independent enquirer, the creative twelve when two additional rooms were completed in November 1997, • Vocational Performing Arts • 5 information technology rooms thinker and an effective team worker, all the skills required in our ever and extensive refurbishment took place on one of the North block • 1 music suite including drum room and recording studios changing world. • Prince’s Trust labs during the summer term 2002. The rooms allow for all branches of science and include facilities for advanced study. Video projection • 2 home technology workshops facilities are available in two of the science rooms. The cancellation of • 1 Computer Aided Design room These skills are developed in the traditional curriculum subjects of The actual range and choice of subjects is under review and may the Building Schools for the Future Project means that the academy is • 1 textiles room English, Mathematics and Science alongside the more creative and change in light of future developments. having to bid for a new state-of-the-art Science and Technology Block. • Design and technology workshops thematic time spent with the pupils’ iLearn tutor. In this time, skills + + Principles of Engineering is a Project Lead the Way course linking • 2 specialist geography rooms introduced in the core curriculum are developed and applied in a science and technology which is taught through experimentation and Creative and Performing Arts include art and textile suites, with dark room and pottery. Performance space includes Proscenium arch stage, variety of exciting themes with a wide range of titles to spark the innovation, the course allows pupils to also gain a BTEC qualification. • Art studios (the Robert Ludlam Theatre), Dance Studio with barre and mirrors, • 2 Dance studios imagination. Drama Room (the Blue Room), and the Lafayette Suite, a dance and This wide range of subjects will be complemented by the core subjects • Dance and music suite music rehearsal and small performance space, a vocational performing To help our young people prepare for some of the developments they of English, Mathematics and Science alongside Religious Education arts workshop, a small media studies and music practice rooms. The • Drama studio will meet throughout their life, citizenship and careers’ guidance is and PE. We place great importance in encouraging pupils to link Saint Cecilia Music Suite has performance space, practice rooms and • Theatre also included within the curriculum; the themes within the curriculum learning and experiences across subjects. To help this process we state of the art Recording Studio and Drum Room. The final phase of • Hair and beauty salon the new dance studio has been completed and this splendid space, include, within the Year 10 curriculum, some time devoted to the • Library and multi-resources/learning centre reflect both these important aspects of life. which will also house our steel pans and gamelan, will be available expressive arts. for use from September 2013. It will also provide a pleasant and quiet • Careers resource area To help pupils prepare for their Pathways choices in Year 9, more environment for all but the biggest external exams. • Sixth form accommodation (including student common room) curriculum time is spent on the subjects they are able to follow Key Stage 5 • A full range of other classrooms Our design award winning Sports Hall is supplemented by a gym, at GCSE level alongside tasting a range of new subjects such as Year 12 students will have access to a wide range of two year Level 3 • Dining room weights room, several football and rugby pitches, hockey pitch, netball Digital Media, Sociology and Spanish. A major feature of Year 9 is courses (AS/A2 courses and Vocational courses) and one year Level 2 and tennis courts, and the eco-friendly changing rooms on the sports • Specialist sight impaired and physically impaired facility the opportunity to further develop a range of study skills across the courses. The majority of the courses offered at AS level will continue fields. • Study support room curriculum to enable students to succeed in their GCSE and Vocational to A2 level in Y13 (to make the ‘full A-level’ award) as will the Applied • Chapel and Chaplaincy area subjects as well as starting GCSE studies in their core subjects. The GCEs, BTECs and Cambridge Technicals. Students who follow the one The Astroturf pitch has been certified up to international standard for hockey, and with floodlighting, jump pits with Tartan all weather run-up new Year 9 curriculum is very much a bridge between the reduced Key year Level 2 course will have the opportunity to study 4 or 5 GCSE and and 80 metre sprint straight makes for a very attractive sports’ facility. Recent work includes Stage 3 and GCSE. equivalent courses including English and Maths resits. Success can This complements the recently completed changing rooms which, with • Toilet refurbishment then allow progression to Level 3 courses the following year. solar panels, heat pump and wind turbine means that it is carbon-neutral • Redecoration of the outside of buildings In Key Stage 4 we are continuing to develop our curriculum in and completely self sufficient. The wind turbine can be seen busily • New signage response to the changing demands of the world of work. We offer making energy most days, even those when it doesn’t seem very windy! We will continue to review the courses offered during the year and • Replacement security fence at the front of the academy an increasingly broad range of qualifications from BTEC and other these may be adjusted to meet the needs of the students. The addition of a self-contained facility for young people to learn • Replacement of all of the boilers vocational qualifications to the more traditional GCSEs. A number of living skills has been very successful. Comprising of two bedrooms, a • Library remodeling to provide a better entrance and access these subjects which we offer qualifications in are as follows: As part of the Personal Development and Christian Life Skills lounge/living room area, and a kitchen, it is fully equipped with all the • Turnaround Centre and Sanctuary for students who need extra help Programme, students will be given advice and guidance as to necessary equipment and aids. This was built without any help from government or other agencies, and the building came about through Art• progression both from Year 12 courses and their options after Sport completing courses in Year 13. All students will be undertaking a the raising of money by many people, and the generous donations of • Child Development a number of companies, not least Wood-Newton who built the main The site also provides: Level 2/3 course in General Religious Studies though the National • Computing structure free of charge. Sadly, Frazer McDermott a pupil who despite • 7 full size rugby, football and hockey pitches Open College Network. his own impairment inspired and drove forward much of the fundraising, • 9 hard courts for tennis and netball Da nce • Dance died last year. Because of this the facility has been named The Frazer • Design & Technology (Product Design and Food Technology) Other aspects of this programme include: Independent Living Centre. Many children have been able to learn skills • Tartan high jump ‘D’ with specialist foam landing cushions necessary for independent living by staying overnight in the centre. • Tartan long and triple jump pits Drama• • Six lane tartan 60 metre sprint track • Expressive Arts • Spiritual and moral enrichment Religious Education has its own specialist rooms and our Chapel meets • English as a Second Language • Cross-curricular activities the spiritual needs of pupils and staff. Outside the Chapel is a beautiful chapel garden that is a refuge for children and staff during the summer. • Sport/leisure opportunities 58 59 Academy Policies We recognise that in addressing our ‘community’ we are iv. Each student must know their level of /attainment referring to: performance. At KS3, these will be National Curriculum Levels (except for those subjects in Y9 in which students All academy policies can be found on the academy Summary of Community Cohesion Policy • The academy as a community have started their GCSE courses). At KS4 and 6th Form website by accessing the following website • The community within which the academy is located grades should be awarded according to examination address – www.saintben.derby.sch.uk At Saint Benedict Catholic Voluntary Academy we share • The UK community board criteria. a vision of creating a fair and just academy community • The global community v. Each department must award teacher assessed levels that promotes social inclusion, community cohesion and for the end of Key Stage 3. Summaries of some of the more important equality, respects diversity and challenges and acts upon Assessment Policy Summary Progress Tracking and the Assessment Process policies are also found on this page. discrimination and inequality including bullying. We also The Assessment for Learning Strategy must underpin our see our duty as part of the Every Child Matters reforms so assessment practice throughout the whole academy. In i. All students will be set an end of year target. At Key Summary of Curriculum Policy that we meet the needs of all of our pupils and improve essence, this means that a student needs to know what they Stage 3, these will be National Curriculum Levels the outcomes for the whole child. The sources from which are expected to learn, the criteria for success, whether they (except for those subjects in Y9 in which students have The main principles of the Curriculum at Saint Benedict are Saint Benedict Academy’s community cohesion policy spring have succeeded and how to improve further. The effective started their GCSE courses). At Key Stage 4 and Sixth that the curriculum will have the following characteristics: are the Gospel and New Testament values, the teaching assessment and marking of work are fundamental to Form, examination grades will be used. Levels/grades of Christ and the Church, which underpin the academy’s successful learning and teaching. It may be formative or will be subdivided into High, Secure and Low. • • breadth, balance, relevance, differentiation and rigour mission statement. summative. ii Assessment data will be inputted for all students 6 times • • progression, continuity and coherence Formative Assessment is generally carried out throughout We contribute to the promotion of Community Cohesion a year except for curriculum areas that have reduced a course or project. The aim is to give students clear pupil contact ( Year 13 and Year 11 4 times a year). The curriculum will promote: under the three broad areas of: guidance about how to improve their work. Students must iii. Progress will be measured by comparing current • Knowledge and understanding be told of the assessment criteria for both class work and Teaching, Learning and Curriculum; Equity and Excellence; assessment data with target data. Students will be • Mastery of intellectual, physical and interpersonal skills homework tasks. and Engagement and Extended Services. considered to be above target, on target or below target. and personal qualities, values and attitudes i. All work that is formally assessed must receive iv. Students will be required to make a minimum of • Equality of access for all learners to academic Teaching, Learning and Curriculum formative comments usually in writing but sometimes 2 sublevels progress a year in line with Government experiences verbally. expectations. In our teaching we help pupils to learn to understand others • The Academy will provide appropriate tasks and ii. A formative comment should: v. Curriculum areas will have intervention programmes for and to value diversity. All Year 7 pupils undergo disability teaching techniques to support high expectations and • highlight achievement those students who are below target.. awareness training. The study of other cultures is explicit appropriate challenge • indicate how improvement can be achieved usually in English and black awareness is integral to the study of Effort/attitude to learning descriptors will be given to • All learners have access to work related learning at KS4 consisting of one or two targets History. Religious Education includes the study of other students as part of academy reports. • Parents should be provided with curriculum information • encourage and support the student in a constructive religions. Members of the Gideon community present to relevant to their child way pupils and distribute Bibles. iii. Opportunities must be given for students to act upon the As a result of implementing these principles the outcomes guidance in either class work or homework. Some Houses raise charity money for projects in other will be that the curriculum will: iv. Peer and/or self - assessment should take place at countries and as a result raise awareness of other cultures. least once a term in every subject area so that students • deliver the current and future statutory requirements The academy has close links with several schools in Arusha, are actively involved in the assessment process and have • be broad, balanced, relevant and differentiated Tanzania. Some sixth form students choose to visit these ownership of their learning. • enable learners to fulfil their potential schools for a number of months and work in a voluntary • prepare learners to make informed and appropriate capacity as teaching assistants. All aspects of community All homework must be assessed which can be done in a choices at the end of each key stage cohesion are addressed within Houses by House Leaders, variety of ways such as: • meet the needs of the full range of abilities within the Deputy House Leaders and personal tutors either in tutor • marked by the teacher Academy time or in assemblies. • ensure continuity and progression within the Academy • peer/self assessment and between phases of education and employment Equity and Excellence orally• • by testing • foster teaching styles which will offer and encourage a We ensure equal opportunities for all to succeed at the variety of relevant learning opportunities highest level possible, and strive to remove barriers to Summative assessment is generally carried out at the • encourage a respect for the Academy and its access and participation in learning and wider activities. end of a topic or project. The aim is to summarise the environment so that learning is a positive and We work to eliminate variations in outcomes for different development of learners at a particular time. pleasurable experience for all groups. • help learners develop lively, enquiring minds, an ability i. There must be a minimum of one cross year assessment Engagement and Extended Services to question and reason rationally and an ability to apply task per term in every subject area e.g. themselves to tasks and physical skills We provide means for young people, their friends and • an extended piece of written work • help learners acquire understanding, knowledge families to interact with people from different backgrounds • an investigation/project and key skills relevant to academy, adult life and and build positive relations. This includes links with • a practical task employment in a fast-changing world different schools and communities, both nationally and • an oral or aural activity • help learners to use language and number effectively internationally, and the provision of extended Services • a mid topic test • help learners develop personal moral values, respect to give opportunities for pupils, families and the wider • an end of unit test for religious values and tolerance of other races, community to take part in activities and receive services • the end of year examination religions and ways of life which build positive interaction and achievement for all • help learners understand the world in which they live groups. ii. The task must be common across comparable groups. • help learners to appreciate human achievements and iii. These tasks will feed into the whole school assessment aspirations process. 60 61 Uniform Optional Items Hats • Tracksuit (plain black or navy) In winter a hat of the woolly variety may be worn. No baseball caps • Grey sweatshirt (school logo)* are allowed. In summer, hats without logos may be worn to protect • Astroturf shoes against the sun. • Mouthguard Valuables These should be left at home. It is the parents’ responsibility to Note - Girls’ Uniform arrange insurance for clothes and valuables. This includes mobile • Trousers must not be charcoal or black. No kick flares or other phones. fashion trousers. Mobile Phones etc • Skirts should be A-line and may have pleats but not splits unless they are part of the pleat. The preferred length is about knee In Years 7 to 11, mobile phones, personal music players and other level - skirts deemed by the academy to be excessively short or unsuitable mobile phone devices are not allowed in school. long are not acceptable, on the grounds of modesty or health and School Bags safety. Pupils need a school bag suitable for carrying exercise and text • Footwear should be plain black, low heeled (no higher than 4 books. The bag should be large enough that these books are kept flat. cm) or flat shoes. Backless, sling-back, mules, platform soled, canvas or stiletto heeled shoes are not allowed. Shoes with thick Sanctions ankle bands that look like boots from the back are not allowed. Non-uniform items that are brought into school will be confiscated. If Boots may not be worn in school except in extreme weather pupils have an item confiscated for a second time then parents may conditions when they must be removed and replaced by shoes on be asked to come to the academy to collect it rather than it being arrival at school. Sports training shoes are not allowed except returned to the pupil. Pupils who come to school in sports training for PE. shoes or black pumps will have to change into a pair of school shoes • Coats - There is no alternative to the wearing of the school on arrival, provided by the academy. blazer. The only coats allowed are plain top coats which can only be worn over (and not instead of) blazers. Years 12 & 13 Dress Code • Belts, if required, must be plain black. Only those with small All of our students are expected to attend plain buckles are allowed. Sixth Form dressed appropriately, in a • Scarves and hats may not be worn inside buildings. ‘business like’ dress style. Uniform should be purchased directly from our official Notes - Boys’ Uniform Girls - Summer Uniform Male Students: school uniform supplier, Morleys, who are located outside • Coats - There is no alternative to the wearing of the school After the May Day Bank Holiday and until the end of the Summer term: • Tailored suit (plain or thin pinstripe) - the City Centre in Chaddesden. Address details and opening blazer. The only coats allowed are plain top coats which can • Jumpers may NOT be worn grey or black only be worn over (and not instead of) blazers. Unsuitable hours can be found in this prospectus. Items available • Girls wearing regulation, tailored knee length skirts (not stretchy • Collared shirt items eg hoodies, tracksuit tops etc will be confiscated. include blazers, school jumpers, ties, trousers, skirts, shirts or lycra fabric – no splits) may wear plain 15 denier tights in Tie• • Belts, if required, must be plain black. Only those with small and P.E. kit. either neutral or black. Girls in Years 7 – 11 are also allowed to • Business style jumpers can be worn plain buckles are allowed for health and safety reasons. wear black or white ankle socks in the summer only and only but must be worn with a shirt, tie and Years 7-11 Uniform List Boys - Summer Uniform with regulation length skirts. jacket After the May Day Bank Holiday and until the end of the Summer term: • Shoes – brown or black shoes - not Boys’ Wear trainers or pumps • School blazer with embroidered school badge* • Jumpers may NOT be worn. ‘1st’ Period Days: When the School deems the weather to be • School clip on tie (in house colour).* No other school ties are excessively hot, then pupils will be allowed to remove their blazer Female Students: ‘1st’ Period Days: When the academy deems the weather to be allowed. after arrival at 1st lesson. • Tailored skirt suit, trouser suit or excessively hot, then pupils will be allowed to remove their blazer • White shirt (with plain, white underwear underneath and shirt business dress suit (plain or thin pinstripe)* – grey or black after arrival at 1st lesson. must be tucked in) * Indicates that these items are ONLY available from the official • Collared blouse and/or plain, business style jumper* • Mid-grey tailored trousers Girls’ Wear school uniform supplier, Morleys. • Shoes – NOT trainers, pumps or flimsy sandals. Heel must not • Black or grey socks • School blazer with embroidered school badge* Hair be higher than 8cm • Plain black shoes (with no logo). Sports training shoes are not • School clip on tie (in house colour)*. No other school ties are For health and safety reasons long hair must be tied back - both allowed except for PE. Canvas shoes are not allowed for health *Skirts, blouses and jumpers must of a modest length and necklines allowed. boys and girls. Hairbands must be narrow and plain. Scarves and and safety reasons. should be appropriate for the workplace. Shoulders must be covered. • White shirt/blouse (with plain, white underwear underneath bandanas must not be worn. Hair must not be cut shorter than Optional Item and shirt must be tucked in) Grade 2 and must not have patterns, shapes or be dyed with bright General: unnatural colours. If in doubt, check with the Deputy Headteacher or If required, a grey jumper, v-necked, long sleeved (school logo)* • Mid-grey skirt (A-line style) deemed by the school not to be • No item of clothing should be of a stretchy, lycra material. House Leader before having a cut/treatment. Any hairstyle or dress excessive in any way (see notes) • Tailored jackets must be worn at all times. may be worn under the blazer for extra warmth. which may cause others fear, or which may cause excessive comment • Mid-grey tailored trousers - no kick flares or other fashion Whilst we would encourage students to wear a coat over tailored or distress, will not be allowed. PE Wear jackets in cold weather, the following items of clothing are considered trousers If, for cultural reasons, hair needs to be shorter than Grade 2 it unsuitable and must not be worn: Compulsory Items • Plain black shoes (see below) should be discussed in advance with the Deputy Headteacher or • Hoodies, tracksuit tops and cardigans • Royal blue football shorts (2 pairs recommended) • Plain black tights (40 denier or higher) (See Summer Uniform House Leader, but in any event shaved heads, except for medical • Leather or denim jackets • White polo shirt (school logo)* note). Black or white ankle socks (Year 7 only). Leggings and reasons, are not permitted. • White sports ankle socks Jewellery: footless tights are not allowed. Boys – No facial hair is permitted. • Training shoes (NB - soles must be non marking) Nose and teeth studs/jewels are not allowed, nor are any other form • Reversible rugby shirt - royal blue/white band on inside (school Optional Item of facial or visible body piercings or decorations. One flat smooth ring NOTE: Any issue of appearance that the school believes will impact logo)* If required, a grey jumper, v-necked, long sleeved (school logo)* is allowed. Earrings are not allowed and must not be worn for health on the Health and Safety of the pupil concerned, or others, will not be • Royal blue football socks may be worn under the blazer for extra warmth. and safety reasons, except for a single stud in each ear lobe. PE/ allowed. • Football boots (moulded studs) Creative Arts may have additional safety rules regarding piercings. • Shin pads PE Wear Makeup Compulsory Items Hair must not be cut shorter than Grade 2 and must not have Optional Items Years 7-13 – Discreet makeup is allowed patterns, shapes or be dyed with bright colours. (Please consult the • Royal blue football shorts All Years - Nail varnish is not permitted. • Tracksuit (must be plain black or navy) school prospectus for further detail). • White polo shirt* (school logo) Jewellery • White sports ankle socks Logos/slogans are not permitted on any item of clothing (apart from NB: Pumps are not allowed for PE. One flat smooth ring is allowed. Earrings must not be worn for health • Training shoes (NB - soles must be non marking) and safety reasons. A single stud in each ear lobe is allowed. Nose the school badge). • Royal blue football socks and teeth studs/jewels are not allowed, nor are any other form of All students must wear a security badge, which includes a 62 • Shin pads facial or body piercings or decorations. photograph, when required. 63 Links Across The World The most recent of our links is perhaps a little more unusual. As part we will be able to arrange another visit and the plan is to extend it to of our Arts College bid, we received support from the University of include sport, Louisiana Lafayette in the USA. This particular University places some The success of the basketball tam in reaching the national finals led trainee teachers in England and here in Derby, and the school was to an invitation going to Georgia Southern University to send us a asked by the University of Derby if it would take a teacher as part of her basketball coach! So a highly qualified coach came for two weeks and training. This we did and it proved very successful. The teacher brought carried out intensive training with the squad of Year 10 and 11 boys. a great deal to the school in the short time she was here. Professor Drew Zwald, who is the leading professor in the School of As a result of the visit of the Dean of the School of Education, Doctor Sport and Human Sciences has also visited regularly. Cindy Chance recognised the work that a school such as this does, One of the most exciting and unusual outcomes of our work abroad and was amazed at the Performing Arts work. This was of particular has been the discovery of an engineering curriculum during one of interest to Doctor Chance because Louisiana Lafayette has a very the Headteacher’s visits to the USA. Following a lot of negotiating, good Performing Arts Department. As a result, a very strong letter of a visit to Rolls Royce in Indianapolis, extensive training of staff, and support was written to the DfES for the school and further invitations obtaining equipment and software, the school offers an exciting hands- were received to develop a formal link with the University. Three on engineering curriculum that is accepted by USA universities as a practitioners came to Derby in July 2001, working in our school and in major stepping stone into an engineering career. Courses to level 2 and other Derby schools for two weeks. There was a performance evening 3 have been offered for several years and have been well-received by when Garth Alper, Jazz musician, and Cissy Whipp, choreographer leading universities in the field of engineering. and dancer, both demonstrated the high points of their art through the young people they had worked with. Robert Dafford also worked with a In 2011 we hosted our seventh Graduate Assistant, a student from group of students, and produced a magnificent mural, which he left us Georgia Southern University finishing a Master’s degree course before as a gift. moving on to a teaching post and spending a term here to support within areas of the school. This very successful programme has enriched the The professor leading the initiative moved to Georgia Southern lives of many students and helped with cultural understanding. Again University, and the link moved with her. In February a party from Derby the recession stopped a 2012 visit, and for 2013 we had the basketball visited Georgia, and 21 American teachers, Professors, Practitioners coach visit, but one is planned for the summer of 2014. and an education officer visited in July. The school is part of a very exciting International Learning Community that involves the Cultural understanding moved forward following the successful University of Derby, Cambridge University, Oxford Brookes University, awarding of a place on a prestigious British Council project. Just and the University of East London. Already the school has benefited four schools in the country were selected to be part of a partnership from resources and training, and there are future possibilities for with a school in Afghanistan, and two Headteachers, an education Saint Benedict School and then Saint Benedict Catholic also sent representatives. The group was made up of the Year 12 student visits, and possibly for our students to do a degree or other official and member of the British Council staff in Kabul visited us for Voluntary Academy has, ever since its inception 25 Performance Studies Advanced Level students, and they devised and course in Georgia! Proudly, a visit from film star and sports icon, a preparatory visit. The project was planned to run for three years years ago, developed important and exciting links with performed a piece based on the Vikings in Derby, entitled Deoraby. It Jim Brown from the USA to present awards sealed the launch of a from September 2009 and it is hoped lots of students will have an countries abroad. One of the first in the country to was performed four times in the Finnish school and then the next day special programme inspired by the Amer-I-Can programme, a course opportunity to be involved. A second group of Headteachers visited introduce diversification of foreign languages protecting in the foyer of the cultural centre as a piece of street theatre. Also designed to encourage and motivate students to reach their potential. in 2010 and spoke to several classes, helping them understand what introduced was the Garage Show concept to the Finns during their the existence of French, German and Russian in the Thirty students completed the course successfully and further groups it is like to be a child in Kabul. Since then some of our classes have lunch break, persuading some of them to perform. school, allowed all children to have an experience of the will begin during the coming year. Following our Performing Arts corresponded with children in schools in Afghanistan, and two staff 3 languages in their first few weeks in secondary school. This very successful visit led to the Danish school inviting our specialism, the link with America has led to a ‘Gifted and Talented’ spent two weeks in Kabul. At the conclusion of this project we were visit to Statesborough with almost 40 young people from Years 9 to 13 invited to pair again, this time with the United Arab Emirates, and Visits have been organised to all three countries with the Performing Arts students to visit their school. This took place in April 2002, with Year 12 students going to Naestved and performing a from this school and some others across the City, performing in the US children have been working on projects excitedly. summer trip to France being very popular. and taking part in workshops and master-classes, performing a piece musical play about one of Derby’s infamous hangmen. This work was Trips to Lourdes must be mentioned as another aspect of our contact devised here, and also a piece devised and prepared with American In the late 1980s the school started to develop its links in Scandinavia part of their A level examination. They also worked with 25 Danish with the wider world, and it is great that this fairly recently established students and performed in the University’s Opera House. They so that there could be European experience without it necessarily students and helped them perform a piece based on a Hans Christian pilgrimage continues to thrive. A successful visit to Rome, our second, performed in Savannah on July 4th, the whole thing being an amazing having to be underpinned by language learning. Over a period of Anderson fairytale. The 2003 Year 13 Performance Studies group marked our Jubilee year. subsequently visited Naestved to perform their examination piece, experience for them all. years, 12 teachers visited Denmark and about the same number All of this work has been recognised and the school has been given the and groups each year since 2004 have done the same, again with a of teachers came here from that country to experience a different The success of this event persuaded an eminent professor, Michael prestigious International School Award. Mrs Schiavone and a dedicated focus on a piece of Derby history. type of education and for all the teachers to learn from each other. Braz, who was planning a sabbatical year, to offer us his services for team of teachers have worked hard to ensure the international work Experiences of different methodologies and a different culture have a term. It was with great pleasure that we accepted his offer and he we do has been coordinated, and the team prepared the portfolio of The trip to Denmark also saw a group of Year 11 students go to the proved invaluable for those who have been involved. joined us for a hugely successful autumn term, carrying out master- evidence for the consideration by the awarding committee. same school and carry out work experience in Denmark - a very classes, teaching at GCSE and A level, helping with the school show exciting project that it is hoped will run again. The Finnish connection The school became the co-ordinating school for a European project and much more. He left us to go to Kathmandu, leaving behind lots of It is important in this day and age that we provide as many developed slightly differently with a Year 13 pupil going to Finland, called ‘Comenius’. The title of the project was ‘Pandora’s Children’ new friends and a great legacy of inspired students. Our second gifted opportunities as possible for our students to develop an understanding staying with a Finnish student, and working in their school for 4 and the school developed a resource box and resource materials and talented trip to the US took place in July 2009 with another 40 of other cultures apart from their own and to provide opportunities weeks. All expenses including the flight and some pocket money along with schools in Naestved, Denmark and Espoo, Finland. A students travelling to Statesboro, Georgia, and Dr Braz has been back for them to travel abroad. It is true that unfortunately the school is were paid for. The Finnish student then came here and did the same. group of students and staff went to Olarin Lukio school in Finland twice giving up his holiday time to help in school, the lost recent to help not provided with resources that allow us to make such trips free of This was extremely successful, and it is hoped further students will in March 2001 as part of a ‘Viking Day’, They made an enormous with CATS! He has booked his trip to come and help with SEUSSICAL charge. Wherever possible, of course, the school will provide subsidy win bursaries to take up this opportunity. contribution to the learning that took place on that day and the THE MUSICAL in the Autumn term. if it can and sometimes we can achieve much cheaper rates being a sharing of information between cultures. The Danish school The recession affected US universities as badly as education school party. The Governors feel that the concern over affordability 64 institutions here and the 2011 trip had to be postponed. It is hoped should not prevent the opportunities being offered. 65 Literacy

To encourage, develop and capture the writing interests of the students here at Saint Benedict Catholic Voluntary Academy the English Department, Library and Whole School Literacy team regularly run a wide variety of in school competitions, writing challenges or House activities.

Alongside these initiatives the Academy also engages the students’ love of literature and the written word by participating in national competitions and challenges. In the past year students have taken part in numerous nationally recognised schemes such as: Shakespeare off by heart, Poetry by heart, Foyle young poet of the year competition, World book day – design a bookmark, Premier League Reading stars, Radio 2’s 500 word Challenge, Around the world in 80 words and many, many more.

One of the most exciting and rewarding projects that the school has had great success with in the past year is We are writers. Rather than be limited by a theme or writing brief, this fantastic scheme enabled students to set free their creative spirit and write about whatever they liked and consequently become a published author!

And what a triumph it was with over 150 original creations from students from KS3 to KS5 collated and bound together inside a unique publication (even the front cover was designed by Year 8 student Orla Toland!) students really seized the opportunity to demonstrate their writing talents.

Not being a place that misses an opportunity to celebrate our students’ excellence, a small number of students were given a special commendation for their contributions to the book from our Librarian and editor in chief Dr Burrell. Academy Library And Learning Centre

The library has always been a very popular environment The development of EAL resources within the library is with students at Saint Benedict and we are busy an ongoing project and we are in the process of improving throughout the school day. The librarians are available our foreign language dictionaries and contemporary to provide support and guidance as appropriate to the Polish fiction. We currently stock polish literature individual’s need and the academy believes that the by authors such as JK Rowling, Christopher Paolini, library plays a vital role in the learning process. We offer Cornelia Funke and Jacqueline Wilson. excellent study facilities and are stocked with over 17,000 resources including books, audiocassettes, DVDs and The library together with the English department has multimedia equipment such as laptops, headphones and been involved with numerous initiatives to help raise video cameras. A range of journals and a selection of literacy within the academy. To celebrate World Book newspapers are also available. Day staff dressed up as their favourite characters and challenged the students to guess who we were. Our Reading for pleasure is regarded as very important for students were also given the opportunity to be published the developing child. To support this, our library aims to authors by contributing to the “we are writers” book, a supply a broad range of books to appeal to all abilities collection of writing from students of all abilities on any and interests. We pride ourselves in stocking all the theme with some contributions from staff too! With a latest children’s fiction, including favorites such as fantastic front cover designed by one of our students, the Suzanne Collins, Stephanie Meyer, Jacqueline Wilson, book is filled with stories, poetry and interesting insights Anthony Horowitz and Darren Shan. Our students into the life of a teenager. As members of scholastic particularly enjoy the fantasy selection within the library. book club, pupils to have the opportunity to purchase the With all the recent changes to the A level specification latest fiction and non-fiction titles online at discounted Numeracy within the last couple of years, the library has purchased prices. Every penny spent helps contribute towards free a large number of resources to support post 16 students resources for the academy. with their studies. E-books is a developing field and we Numeracy is the ability to apply numbers in context in everyday life and For example: are hoping to establish a library area on Boodle where The Careers resource area within the library includes to be able to perform calculations. students have access to online resources. information on occupations in addition to a whole range of literature relating to issues such as personal health, X 400 50 6 Total = Year 7 and Year 12 students are automatically issued with law, your rights, travel and transport, relationships etc. At Saint Benedict Catholic Voluntary Academy we seek to raise the a combined library, printer and ID card when they join the The library also has a wide range of Higher Education profile of ‘Number’ both across the curriculum and within tutor time. 20 8000 1000 120 9120 academy. This allows students to borrow resources from literature and we are well equipped to support students We recognise that there also needs to be a common approach to 3 1200 150 18 1368 the library, print, scan and photocopy. Heritage online with their UCAS applications. The academy network calculation wherever it is met in school. These strategies are intended enables students to view their library accounts, check provides access to careers databases such as Kudos. to help pupils increase their confidence in using ‘Number’ in all Answer = 10488 what they have on loan, as well as search for books from situations. anywhere on the academy site and we are aiming to Saint Benedict Catholic Voluntary Academy library is extend this facility so that it is available over the internet. open from 8.40am - 4.00pm daily and a homework club Pupils might need to find the answer to 23 x 456 without a calculator. Pupils are also advised to ‘round’ their calculations to discover an A new wireless network was installed last year, together operates until 4.45pm on Tuesdays and Thursdays. There are many valid methods, but currently the most popular one is approximate answer. This calculation becomes 20 X 500 = 10,000. This with twenty new laptops and twenty new netbooks which Extended opening hours are offered to our sixth form known as the ‘grid method’ suggests that the answer to the original multiplication is likely to be are available for student use during the day and have students. access to the academy network, the internet and printing correct. It is approximately the same! facilities. The library annex together with the laptops can be booked by a class teacher for resource based learning. 66 67 Attendance - Is Your Child Missing Out? Attendance – Our expectations, your responsibilities…and what the Law says! Some of the following may sound a bit harsh, but Parents who take their children out of school during term time when the absence has not been authorised may be issued with a Penalty Notice. there are serious responsibilities placed on us, and on parents, and so we want to work together with Any absence during term time means that children miss important school time – both educationally and for other school activities. It will be difficult for them parents to make sure that pupils do not miss school. to catch up on work later on.

Most parents want their children to get on well in life. Nowadays, it is more important than ever to have a good education behind you if you want ARRIVE: Punctuality is an asset to any employer; it is a habit opportunities in adult life. Children only get one chance at school, and your that is easily learned. Each moment missed is valuable, if your child’s chances of a successful future may be affected by not attending school child arrives four minutes late each lesson this means a total of regularly. If children do not attend school regularly, they may not be able to twenty minutes a day, one hour and forty minutes a week; the keep up with school work. In a busy school day it is difficult for us to find the equivalent to nearly two lessons a week. extra time to help a child catch up. It is not only the academic work; missing out on the social side of school life can affect children’s ability to make and keep ATTEND: As shown above research tells us that those who friendships, a vital part of growing up. attend regularly have the best results and the best school experience. Our reward system will reflect high attendance Setting good attendance patterns from an early age will also help your child later on in life. Employers want to recruit people who are reliable. Children each half term. who have a poor school attendance record may have less chance of getting a good job. Being on time is also vital as arriving late at school can be very ACHIEVE: You cannot learn something you have missed; we disruptive for your child, the teacher, and the other children in the class. only have one chance at an education make the most of it to be the best you can be. Research has shown that children who are not in school are vulnerable to being drawn into crime or anti-social behaviour. Evidence shows that children with poor attendance are unlikely to succeed academically and they are more The academy is responsible by law for reporting poor attendance to the Local likely not to be in education, employment or training (NEET) when they leave Authority. The LA employs Education Welfare Officers to monitor school school. There is a clear link between poor attendance and lower academic attendance and to help parents meet their responsibility. House staff will achievement. Pupils who miss more than 50% of school, only 3% manage to contact parents of children missing days from school. Our School Nurse will be achieve 5 or more GCSE’s at grades A* - C, including Maths and English. This kept aware of any patterns of illness. compares with 73% of pupils who have more than 95% attendance achieve 5 or more GCSE’s at grades A* - C. If your child is not attending school regularly, an Education Welfare Officer may visit or write to you. Education Welfare Officers work with parents to address The Government consider any pupil whose attendance is below 85% as being a their child‘s attendance difficulties. You may be offered a parenting contract persistent absentee regardless of whether the absence is authorised or not. by the school or LA. This is a formal agreement in which the school and/or LA agree to provide you with support and you agree to do certain things to help By law, all children of compulsory school age (between 5 and 16) must get a improve your child’s attendance. suitable, full-time education. As a parent, you are responsible for making sure this happens and for making sure he or she attends regularly and punctually. As a parent, you are committing an offence if you fail to make sure that your If your child fails to attend regularly – even if they miss school without you child attends school regularly and punctually even if they are missing school knowing – the Local Authority (LA) may take legal action against you. The LA is without your knowledge. You run the risk of being issued with a Penalty Notice responsible for making sure that parents fulfil their responsibilities. or being prosecuted. The decision to issue a Penalty Notice or prosecute a parent is taken by the LA in consultation with the academy. In most cases this Of course there may be times when your child has to miss school because is only after extensive work with the child and their family. he or she is ill. This is to be expected and for the odd day off sick you should notify the school on the morning of absence. Children may also have to attend A Penalty Notice of £60 may be issued as an alternative to prosecution. a medical or dental appointment in school time. However, you should try This rises to £120 if unpaid after 21 days. Failure to pay after 28 days would to make routine appointments such as dental check-ups during the school normally lead to court action. holidays or after school hours. Parents can be fined up to £2,500 or imprisoned for failing to ensure that their Any absence must be requested as far in advance as possible as absences child attends school regularly. Magistrates can also impose a Parenting Order, can only be authorised by the school. If you think you might need to take your which means that the parent has to attend a parenting class. The LA may child out of school, please discuss this with us as soon as possible. Exceptional also apply for an Education Supervision Order (ESO) instead of, or as well as, circumstances are the only reasons which we will authorise absence apart prosecuting parents. from illness. These are for times of Military Staff returning from active service, marriage of an immediate relative, a funeral of extended family members and The existence of all these sanctions shows how important good attendance is attending a religious event. considered to be by the academy, Local Authority and the National government. So: In accordance with Government and LA guidelines we will not authorise any absence for holidays. Recent Government legislation states we can only grant • If you suspect that your child may be missing school or is unhappy at requests for leave of absence due to exceptional circumstances. If you think school, please contact the school as soon as possible so that we can work you might need to take your child out of school you will need to do so in writing together to resolve any difficulties. to the Headteacher. This must be made at least 4 weeks in advance of the • Make sure your child understands that you do not approve of them proposed absence. missing school, but be on the alert for any particular reasons for non- attendance, such as bullying or problems with school work and discuss Possible exceptional circumstances would be: these with us. • Military Staff returning from active service • If your child is ill or absent for any other reason, contact the school on the • Marriage of an immediate relative i.e. parent/sibling first day of absence. • The funeral of extended family members • Make sure your child arrives at school on time. • Attending a religious event • Take an interest in your child’s education. Ask your child about their day and praise and encourage their achievements. Requests that are not considered exceptional circumstances • Only arrange holidays during school holidays. • Availability of cheap holidays • Availability of the desired accommodation If you require any further information regarding attendance then please, don’t • Poor weather experienced in school holiday periods delay, contact Mrs P Houghton – our own Academy Attendance Officer who will • Overlap with beginning or end of term be very happy to help in any way she can. • Thank you for reading this, and for your understanding of this very 68 important area. 69 Whom To Contact

A little reminder here to those parents who are unsure about whom to contact in certain circumstances:

Academic Queries: Appropriate Director of Learning Examination Queries: Miss Reading, Examinations Officer Special Needs: Mrs Muldoon SENCO Enhanced Resource Base: Mrs Butt Transport: Mrs McMinn Sixth Form: Mrs Thraves A Serious Complaint: Mrs Bowley will advise Medical: Mrs Wilson, our own school nurse Religious Education: Mrs Claire Groom, Director of Learning Chaplaincy Matters: Andy Clare Pastoral Matters: Appropriate Head of House

Please remember that our school nurse is not a doctor and is there for first aid assistance only - she will help and advise whenever she can but her role is controlled by regulations. She is always willing to assist in health education matters.

Information A range of documents relating to our obligations, statutory responsibilities, information and guidance and school policy statement are available from the academy library or via our academy website.

Don’t really know who to ask? Ask for Mr Gritton, Deputy Head or Mr Malone (Senior Assistant Headteacher) who will be only too pleased to assist. The Headteacher is available for those matters which parents feel are totally confidential, or where other avenues have been explored unsuccessfully. 70 71 Staff List HUMANITIES DEPARTMENT BUSINESS AND FINANCE Director of Learning Stephen Bounds (History) Director of Business and Development Assistant Director of Learning Lesley Rose (Sociology and History) and Health and Safety Jenny Williamson LEADERSHIP TEAM MATHS DEPARTMENT Departmental Staff John Malone (Sociology), Finance and Co-ordinator Harj Samrai Assisstant Director of Learning Iain Lewis Headteacher Christopher Reynolds Amanda O’Hanlon (Sociology Business and Development Assistant Sylvia Degan (pt) 3rd in Department Adam Buxton Deputy Headteacher Kevin Gritton and Psychology), Charlotte Finance Assistant Laura Campbell Departmental Staff Christine Wake, Kevin Senior Assistant Headteacher John Malone Belmore (Sociology), Lynne Vere Griffiths, David Boulter, Bruce (Psychology), Joanne Black LETTINGS AND ROBERT LUDLAM THEATRE Warburton, Kevin Gritton, Julie ASSISTANT HEADTEACHERS (HOUSE LEADERS) (Geography), Kathryn Difusco Lettings Co-ordinator Vacancy Blakeman, Lucy Laing, Claire Bakhita Jayne Cartwright (Geography) Lighting and Sound Engineer Kevin Greene Romero Vincent Round Goggin, Paul Gray, Satin Kaur Maxine Harrison iLEARN DEPARTMENT McAuley Judith Schiavone BUSINESS STUDIES Departmental Cleaner John Birkinshaw Teresa Ann Muldoon Directors of Learning for Director of Learning Chris Barker John Paul Simon Growcott Year 7 and 8 Michelle Wilkinson, Andy Fox Departmental Staff Andy Fox, Eamonn Hughes LIBRARY AND LEARNING CENTRE Kolbe Christine Wake Departmental Staff Alison Murphy Learning Centre Manager Tracey Burrell DIGITAL TECHNOLOGY EDUCATION (DTE) DEPARTMENT Librarian Assistant and Clerk CHARTERED ASSESSORS Bruce Warburton, Claire Smith ASSOCIATE LEADERSHIP STAFF Director of Learning Phil Miles (pt) to Governors Ruth Darby Headteacher’s Personal Assistant and Departmental Staff Dave Regan, Greg Rimmer Careers Co-ordinator Lydia Gretton Director of Public Relations Carol Bowley SPECIAL EDUCATIONAL NEEDS AND INCLUSION DEPARTMENT Anastasia Hagan Director of Human Resources Helen Bounds SENCO Ann Muldoon SCHOOL OFFICE Director of Finance and Business Jenny Williamson Director of Learning for SEN School Office Manager Marian McMinn COMMUNICATIONS DEPARTMENT and Inclusion Rob Rodgers Director of Learning Caroline Howell (Acting) Switchboard and Reception Denise Leeson, Judy Pratt DEPUTY HOUSE LEADERS Director of Learning for the Pupil Attendance Officer/ Alternative Education Unit Emily Pitter Student Support Pat Houghton Bahkita Fiona Molumby ENGLISH DEPARTMENT Kolbe Daniel Thornhill Alternative Education Administration Assistants/ Assistant Director of Learning Alex Slater (Acting) McAuley Eamonn Hughes Support Worker Linda Wild, Amanda Cwynar Student Support Rachel Nichols, Megan Botham 3rd in Department Phil Conroy (Acting) Romero Helen Sharpe Departmental Staff Val Abbott (teacher), Tracey Goold (pt) Departmental Staff Rachael Bushby (p/t), IT SUPPORT, DATA AND NETWORKS Teresa Penelope Brunt Learning Mentors Richard Harman, Hollie White Judith Schiavone, Claire IT Manager Michael Hilton John Paul Amanda O’Hanlon SEN Administrator Helen Cwynar Pass – AST (p/t), Daniel Thornhill Senior Technician Joseph Redmond House Administrators Inclusion and Time Out Pupil Manager Joyce Oxtoby James Carberry, Laura Kelly, Orla Network Technician Sam Brooks Senior House Administrator Senior Learning Support Assistant Kathleen Joyce Wallace, Carolina, Kureczko, Network Technician Student Adam Phillips (Romero) Jayne Mann Learning Support Assistants Linda Tingle, Charlie James Reading Development Teacher Nicola Upton MIS and Teaching Staff Cover John Rawlins Christine Monahan, Elaine Rigby John Paul Annette Hill Data Manager Colin Murray Patricia Wickens, Eileen McGinty McAuley Amanda Shaw MODERN LANGUAGES Reprographic Technician Lisa Downey Kolbe Tracey Watkin Kathleen Coley, Daniel Reddington Director of Learning Aoife Galletly Bakhita Ella Baran Amber Atkins, Peter Wild Departmental Staff Camilla Hezelgrave SCHOOL NURSE Lisa Wilson Teresa Richard Harman Lynn Jenks Margaret Copley (pt) Relief Nurse Fiona Pett Nurture and Positive Support Rooms Sally Alton, Michelle Keeling Eva Hernandez Orza English as an Additional Language Anna Keogh CURRICULUM DEPARTMENTS Carolina Kureczko SCHOOL COUNSELLOR Donna Bernard-Carlin RE DEPARTMENT EAL LSA Marta Doman Micaela Spencer Director of Learning for Enhanced Director of Learning Claire Groom SCHOOL SOCIAL WORKER Jo Dicks 2nd in Department John Dziunka (Acting) SPORTS DEPARTMENT Resource Base Anne Butt Departmental Staff Vincent Round, Aidan Director of Learning Donna Jordan-Frere Teachers Sue Ashman (pt), Cyra Blackman (pt), EXAMINATION AND ASSESSMENT Des McGonagle Nattrass, Fiona Molumby 2nd in Department John Kinane Examination Officer/ Invigilation Sarah Reading Office Manager Gail Wilson Sister Marianne Lucchesi Departmental Staff Matthew Robinson, Assessment Examinations and Senior Learning Support Assistant Joanne Hallam Natalie Robinson, Laura Morrell Nicola Mills Health and Safety Support Kate Pollard (pt) Sports Co-ordinator Steve Hughes Learning Support Assistants Marsha Bailey, Donna Boyer SCIENCE AND TECHNOLOGY DEPARTMENT Debbie Collins, Karen Crofts POST 16 Anne Flannigan, Director of Learning Mike Walsh FOOD, HEALTH AND HUMAN DEVELOPMENT DEPARTMENT Post 16 Co-ordinator Kathryn Thraves Carrie Johnson, Clare SCIENCE DEPARTMENT Director of Learning Claire Smith Sixth Form - Student Laverack, Angela Parker, Assistant Director of Learning Fran Vause Department Staff Lily Tillett, Ann Muldoon Support Administrators Sandra Farrell (pt), Jill Parry (pt), Natalie Rodgers Subject Leader - Chemistry Mala Mistry Penelope Brunt, Bernie Sturgess (pt) Lynne Dipper (pt) Departmental Staff Simon Growcott, Michelle Food Technology Technicials Paula Rhodes, Pat Woollands Technician Ilija Jovanovic CARETAKING AND GROUNDS STAFF Wilkinson, Alison Clewes (pt) CREATIVE AND PERFORMING ARTS DEPARTMENT Resource Technician James Hingston Site and Caretaking Administrator Baz Allen Stephen Repton, Graham Site and Caretaking Support Ann Allen Cornwell, Stan Chodzynski Director of Specialism Jayne Cartwright ADMINISTRATIVE, TECHNICAL AND SUPPORT STAFF Builder in Residence Neil Bestwick (pt) Johanna Gash (pt), Richard Director of Learning for Campus Support Officers John Gutteridge, Geoff Davies Best, Kayleigh Alsop, Creative and Performing arts Anna West Campus Support Assistant Tom Crossley Lauren Cooper Departmental Staff Dave Culling, CHAPLAINCY Cleaning Supervisor Chris Redfern Caroline Tipper (pt), Chaplain Andy Clare Cleaners John Gutteridge, Iris Jones, Chaplaincy Team Carol Barnett Senior Technician Jacqueline Miles Dance Deborah Warburton (pt) Marilyn Smith, Louise Richards Technicians Sabrina Wickens, Levi Buttigieg Katie Layden Aka Kokore, John Jones, Mandy Music – Subject Leader CLASS AND PUPIL MANAGER TEAM Stevens, Josepha Niebla DESIGN AND TECHNOLOGY DEPARTMENT Departmental Staff John Gill (Musician in Residence) Santosh Johal, Sumeet Trehan, Robert Baines, David Akintunde Francesca Goss, Louise Maria Rojas, Micheal Stokes, Director of Learning Anthony Tokarski Joanne Rowlands, Jonathan Monange, Darren Keeling, Kelly Baxter, Nicola Hempell Assistant Director of Learning John Ludlow Jarvis, Alison Murphy Vacancy, Lucy Winter (pt) Departmental Staff – teachers Michelle Smith Instrument Teachers (part-time) Lynda Benson, Melissa Reeve Lynda Wilson, Noel Hathaway CATERING DEPARTMENT Subject Leader - Construction Tim Williamson General Catering Manager Gareth Dunn Andrew Jones, John Miller HEADTEACHER’S OFFICE Chefs Aka Kokore, Les Thomas Andrew Daykin, Rebecca Rathbone, Headteacher’s Personal Assistant and School Technician (Senior) Steve Smith Catering Assistants Pat Woollands, Elizabeth Ryde, Sarah Dorothy Gould Director of Public Relations Carol Bowley School Technician Luke Sanger (pt) Ward, Mandy Stevens Visual Arts – Subject Leader Fran Morris Adminstrative Assistant Becky Dunn Jenny Vickers, Lisa Whitby Departmental Staff Helen Sharpe MATHS, BUSINESS AND DTE Admissions Officer Jean Sands Midday Supervisors Vacancy, Vacancy, Annette Smith, Director of Learning Lyndsey Passmore Art Technicians Tina Marston, Pat Woollands Julie Rodgers, Natalie McEwan Hair and Beauty-Director of Learning Fiona Miller HUMAN RESOURCES Campus Supervisors Vacancy, Nigel Woodings Departmental Staff Ruth Baird (Hair) Director of Human Resources Helen Bounds Maxine Pearson Beauty Teacher Anna Clayton (Beauty) Human Resources Assistant Rebecca Stone Technician Vacancy 72 73