News Warlingham School
ISSUE 3 2017-2018 FEBRUARY 2018 In this edition FROM the headteacher
2-3
Pioneering the discovery of Planck’s constant
4-5
Year 13: UCas
6-7
Business trip to Chelsea FC
8-9
Lessons from Auschwitz
10-13
Sixth form in pictures...
14-17
Careers in the sports industry
18-21
News from the LRC
22-25
Good Attendance
26-27
Expedition to Salamanca
28-31
Rag Week
32-33
In the hot seat
34-35
FEATURE: Pioneering the Discovery of Planck’s Constant FEATURE: Business Trip to Chelsea FC
FEATURE: Lessons from Auschwitz
FEATURE: Careers in the Sports Industry
Wide Horizons High Aspirations
FEATURE: Expedition to Salamanca
From the Headteacher...
Dear Parents / Carers With Easter falling early in the calendar this year the spring term is much shorter than the autumn and summer terms this academic year. As a result this half-term has certainly seemed very hectic as we try to cram in a lot of work and activities in a short period of time. This half-term we have had residential trips to Salamanca, Spain and New York, USA, as well as a wide range of day trips across the curriculum areas. Year 10 students have just finished their exams week and Year 13 will be doing the same immediately after halfterm. We also look forward to seeing lots of Year 9 parents and students on 21st February (Options Evening) and 28th February (Parents Evening). After school revision sessions are already in full swing for our Year 11 students and these will continue right up to Page 2
the exams in May. I would like to draw the attention of Year 11 parents to a special event on 27th March at 7.00pm, run by Elevate Education. This is a company we used last year to help students revise effectively for their GCSE exams and help parents to help their children through this process. The parent event was very well received last year and I would encourage all Year 11 parents to attend on 27th March if at all possible. I would also like to update you on the developments of the Tandridge Learning Trust. At the end of January, the Department for Education approved an application from Sunnydown School to join our MultiAcademy Trust. The actual conversion date is still to be confirmed. We are delighted to welcome all the students, staff, parents and governors of Sunnydown School to our organisation and we are sure they will bring a great
deal of expertise to all the schools already in the Trust. I would like to remind you of the Parents Forum event on 1st March at 7.00pm. All parents are invited and there will be presentations on the following subjects: Planning ahead – where to start? An overview of our “U-Explore” resource for parents and students to find out about different careers, qualifications required and how to plan next steps.
will look at some simple principles on helping to avoid conflict with difficult teenage behaviour. The new 1-9 GCSEs - what’s changed? An overview of the key changes to the new GCSEs in both English and Maths and the main challenges facing both staff and students.
As we have had a number of requests from families planning events later this year or next, I would like to draw your Helping your child at home using ICT. attention to the confirmed term dates for 2018-19 that are now available on Mr Glover will be demonstrating the new virtual learning environment “The our website. Have a relaxing half-term Student Room” which replaces FROG break. from September. Managing Behaviour - The ups and downs of the teenage years. Mr Toop
Mr N Bradwell Headteacher
www.sunnydown.surrey.sch.uk Page 3
Pioneering the discovery of Planck’s constant
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In only three lessons, our A-Level Physics class created a box which allowed us to calculate something called Planck’s constant (6.63×10-34 J · s) using five LED’s powered with a 9V battery and a variable resistor. There was a 100% success rate in that all boxes had every LED light up one by one, all with a working variable resistor to change the intensity of the light and make it get either dimmer or brighter. It was a new experience for both Mr Randall and the students which made it compelling to see the outcome. Everyone agreed that they learned more doing it for themselves, as opposed to watching a demonstration. It’s definitely worth taking these three lessons each year as we also learned practical skills. We created several graphs measuring the Voltage (X-axis) to the Current (Y-axis) for each LED at several
points of intensity. The final graph showed the correlation between 1/λ and Voltage of the intersection with greatest gradient. A line of best fit drawn, to which the gradient of that should give the value for Planck’s constant. I was only 1.06×10-34 units away which isn’t bad if the error margin is considered. Perhaps if we used more points of intensity when comparing Voltage to Current, the outcome would be a little closer to the result we were aiming for. Nevertheless, for the first time doing this and completing it by the deadline, it was a great attempt! This practical task taught us how to improve the collection of results as well as how to solder components together to make a circuit. Due to the tech demands of today, these skills will become more and more important.
Oliver McCourty (12M)
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Year 13: UCAS
Congratulations to Year 13 who have just finished their UCAS applications for next September.
and International Relations. These courses have been chosen at varying locations from Plymouth to Edinburgh. There have been many offers already An impressive 70% of Year 13 including a number of unconditional students have applied for a university offers, and I am delighted that over place this year with applications for courses as wide ranging as Biomedical 50% of students have applied to one or more of the high performing Russell Engineering, Music Production Page 6
Group universities. Good luck to all our students hoping to go to university in September – just remember getting the offer is the easy bit. You now have to go and get the grades in your exams!!
Mrs Howe Sixth Form Head of Year
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Business trip to Chelsea FC
The day commenced with around 60 Year 10 students boarding a school bus, followed by quite a long journey. Eventually we arrived at Stamford Bridge and all the students were eager to get out, and explore. Some who supported different teams weren’t very impressed and had to remember that this was a school trip to learn something. The first thing we did was explore the museum, which proved to be quite interesting and picture worthy. There was a variety of information about the team and its history, but there were also opportunities to test your reaction Page 88 Page
time, your shooting accuracy and your FIFA skills on a PS4. The museum also offered a chance to see the various shirts and other items of signed clothing worn by the players, but also small models of the old and new Stamford Bridge Football Stadium. A short while after, we met out tour guides who gave us an in-depth tour and an insight to the business of football. The first part of the tour offered detailed information on Chelsea’s income and expenditure, for example: the match day tickets, sponsors and the food and drink all provide the club with income.
The next part of the tour gave us an insight into the commercial, media and match day revenue. The press room offered the opportunity to sit and have your picture taken in the Manager’s chair, here also our guide pointed out the well-known principle partners: Nike, Yokohama and Carabao and some of the club partners which include: Beats, Delta, EA sports and many more. One of the most exciting parts of the tour, in my opinion, was the changing rooms. Here we learnt about the ridiculous prices for which players are bought and sold. But also, that Chelsea FC makes £2 million from
global merchandising sales per year. We were also told that the most popular names for fans to get on the back of their shirt - no surprise - is “Hazard”. To finish the tour we were left with some facts and figures on the stadium, tickets, hospitality and tours. Overall, the experience was thoroughly enjoyable and will be beneficial for my upcoming studies in the business of sport. I hope that the next year group that embarks on this trip will have an interesting, fun and fact-filled time, just like I did.
Abigail Beynon (10R)
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Lessons from Auschwitz
The Entrance of Auschwitz I: The sign above reads, “Work makes you free”. The sign was used to calm and welcome the Jews so they wouldn’t think they’d be executed.
“THE HOLOCAUST DIDN’T JUST KILL PEOPLE… IT TOOK AWAY THE SENSE OF COMMUNITY TOO.” Jakub Gocha-Dobrzycki and I were given the opportunity to visit Auschwitz I and Auschwitz II-Birkenau through the ‘Lessons From Auschwitz Project’ run by the Holocaust Educational Trust. It was a truly moving and intense day. I met back up with Jakub to reflect on our journey and the parts that struck us the most. The first concentration camp we visited, Auschwitz I, did not look like a concentration camp where millions Page 10
upon millions had died.
synagogue was burnt down when Germany invaded Poland in 1939 and was never rebuilt. After the war, only 200 Jews returned to the town and now there are no Jews living there.
Jakub: It looked ‘nice’ in a sense that there were proper brick buildings, cobbled roads and trees. Minus the barbed wire and guard towers, it would have looked like a normal 1930s Jakub: I wasn’t surprised since very housing estate. few Jewish people who survived the Bethan: I think many people associate Holocaust went back to live here. All of the effort may have been put into the second camp we visited: building homes and businesses that Auschwitz II Birkenau, as the symbol were destroyed. A synagogue may not of the final solution due to its more desolate and grimmer appearance. It have been a ‘necessity’ at the time. However, I am surprised no memorial was a shock in a way to see a place was made where the synagogue once that looked normal. stood. In the small town of Oświęcim, where Bethan: This town emphasised to a mighty and lavish synagogue was built. In 1920-1930, 58% of the town’s me that the Holocaust didn’t just kill people; it took away a sense of 12,000 citizens were Jewish. The community and the feeling of safety.
Auschwitz II-Birkenau was made of wooden shacks rather than bricks to speed up the deportation and execution of the Jews. Page 11
Lessons from Auschwitz CONTINUED
How can you get those feelings back after such a devastating and hopecrushing time? Amongst the vast quantity of clothing taken from the prisoners in the initiation, the personal items they brought to the camp were quite bizarre things to bring knowing that they were going to be deported to a forced labour camp. One example we saw was a set of house keys.
Jakub: The items such as suitcases and pictures with names and addresses showed that the people sent there expected to go home after some time. Bringing personal items like shoe polish conveyed that they didn’t think anything bad was going to happen to them. Bethan: I saw a set of house keys amongst the personal items brought along. It brought up the question of why would someone bring house keys if they knew they were being Page 12
The town centre of Oświęcim, Nov 2017
deported? I guess the prisoners thought they would return home after this. I think also this natural human action to take our house keys when we leave our homes reminds us that every single individual that made up the six million killed in the Holocaust were ordinary people, just like you and me.
Bethan Davis (13W)
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Sixth Form in pictures...
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Geography Trip
Speaker from FAST
Trip to Auschwitz
White Water Rafting
Caterham Foodbank Appeal
Children in Need
It has been another exciting few months in the life of a Warlingham Sixth Form student. There have been lots of great trips run by subject teachers and interesting talks and events held in school, not to mention the many hundreds of pounds raised in charity events run by our students. It is great to see so many happy and successful students making full use of the all the opportunities presented to them.
Mr Scott Assistant Headteacher / Head of Sixth Form
Common Room at Christmas
Macmillan Cancer Cake Sale
Sixth Form Newsletter
Product Design Trip
Winners of the Year 12 Christmas Quiz Page 15
Sixth Form in pictures... CONTINUED
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Drama Trip
Movember
CSLA Boxing
Safe Drive, Stay Alive Tour
Media Studies Trip
Textiles Workshop at the V&A
Sponsored Walk
Brook - Speaker on Healthy Living
Philosophy Conference
Senior Maths Challenge Winners
Sixth Form Football
Film Studies Trip Page 17
Careers in the Sports Industry
The current Year 13 BTEC Sport students have currently been working on an assignment entitled ‘Careers in the Sports Industry.’ This assignment requires students to look at the breadth of careers available Page 18
in the sports industry and then to examine the skills, qualifications and qualities that are needed for specific roles within the industry. To help broaden our students’
experience and outlook on the various careers that can be pursued we were lucky enough to have three opportunities to hear first-hand what it is like to be involved in a particular job role. Page 19
Careers in the Sports Industry CONTINUED
Our first visitor was a local Physiotherapist, Julia Wright, who came and shared her experience with the class. She delivered a fascinating presentation on the associated job roles within her profession and the areas that you can specialise in such as a sports physiotherapist. One of her particular interests and areas of expertise was in cardiac rehabilitation. This particular specialism enables her to work with those who live with cardio vascular disease including conditions such as heart attack, stroke and angina. It was an eye opener to realise the extensive opportunities for specialism within the role of a Physiotherapist. Realising that physiotherapy could be used on small babies and animals was a particularly interesting fact. In the ‘Q&A’ session at the end, one of our Year 13 students (Aimee Rocke) was honest enough to say that her recent work experience as a Physiotherapist confirmed that this was a role not for her. She had not appreciated how the job would at times mean dealing with some of the physical bodily challenges a Physiotherapist may face! In contrast a couple of weeks later we were fortunate to visit Caterham School where the Assistant Sports Page 20
Centre Manager, Charlotte McDermott and PE teacher (Head of Swimming) Ross Smith gave a joint presentation on the requirements of their job roles. Again, this presentation provided our students with information on the sheer depth and variety of each of their job roles. Realising that a Sports Centre Manager for example is required to work a shift pattern and is often working when others are enjoying recreational time is one of the many factors to consider when applying for this role. Being responsible for delivering staff lifeguard training and being the qualified Pool Plant Operator were further aspects of her job. Having involvement in the marketing and operation of the school’s outdoor adventure centre and being responsible for the hiring of facilities were some of the further dimensions of her role. It was clear that Charlotte enjoyed the extensive opportunities within her job and this provided us with a much greater insight into a career of an Assistant Sports Centre Manager. As Head of Swimming, Ross Smith was passionate about his role and at some point would like to coach at the highest level. His own experience as a competitive swimmer for seventeen years at club, county and national level
brings knowledge, maturity and skill to his role. He was prepared to be that person getting in to a pool at 5.30am to train each morning! It was clear that he enjoyed the variety of coaching opportunities available to him; be it engaging those as young as three to pushing the elite swimmers. His role is varied in providing many opportunities for those who are beginners to providing swimming camps for club and regional swimmers. Seeing people at the coal face doing their jobs and having the opportunity to hear about their experiences has enabled our own sixth form students to make up their own minds about the varied roles within this industry. This is obviously only a taste but nevertheless helps young people at an important
time in their lives, formulate their own opinions and understanding of what is required and expected. We are very grateful to Julia Wright, Charlotte McDermott and Ross Smith who gave so generously of their time. Emily King said: “I found the physiotherapist to be very informative and it was really interesting to hear about all aspects of the career, including the different paths that can be taken to reach a qualified level and the challenges that arise. The trip to Caterham School was informative and helped me to gain a clearer idea of just how vast the sports industry is, and the many opportunities it offers.�
Mrs Salem P.E. Teacher
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News from the LRC Here in the LRC, we work hard to ensure we keep our stock as up to date and relevant for the broad range of readers we have. As a result, we have already bought approximately 130 books this term. Borrowing remains consistently high, with very little difference in library usage between boys and girls. We are particularly proud of this statistic as nationally there is usually a large gender gap in reading habits. Year 7 has a large number of prolific readers and we are enjoying their regular company as they continue their reading journey. We participated in BookTrusts Bookbuzz scheme again this year, this enabled all Year 7 students to select a book from a range of twelve titles that the school then purchased for them. These books were distributed last term, with students cheering and applauding as I arrived in their class with the books. I am under no illusion, it was the books not my grand arrival that caused the excitement! The LRC now has an enthusiastic team of Student Librarians and their support is greatly appreciated. This term, my aim is to set up a committee with these and other students to help shape the way forward for the Page 22
LRC. I’m positive their input will be invaluable; who better to engage with than the students who use the space and facilities we provide? Last term was busier than ever as we started the year with an empty room! Our carpet needed to be renewed, therefore, everything was removed over the summer break in preparation. We saw this as a golden opportunity to change the layout of the stock and weed out any tired or dated material. With a stock of over 12,000 titles it was a long and laborious task, but the results have made it all worthwhile. The new flow of the space is much improved and has made it easier to host a range of activities at the same time. During this project we were able to make a large book donation to Hill House Nursing Home which I delivered to them in October. The staff and residents I met were very excited as the donation has made a huge difference to their library stock. Schools Library Services (SLS) are one of the many services offered to schools - all phases and all sectors - by local authorities. The way each service operates varies considerably from authority to authority. Essentially, the service provides guidance and training on the management and development
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News from the LRC CONTINUED
of school libraries as well as support for schools to create a successful reading culture. Unfortunately, Surrey County Council does not have a SLS, so this is not a resource we are able to tap into locally. Instead, school librarians throughout the borough have developed a network, meeting regularly to share ideas and best practice. Schools Library Services (SLSs) are now able to offer schools in primary and secondary sectors a new national award to recognise the work of the library in school to support teaching and learning as well as reading for pleasure across the school. This award has been endorsed by ASCEL (The Association of Senior Children’s and Education Librarians) and SLA (School Library Association). We submitted our assessment application, with supporting evidence, to Tower Hamlets School Library Service, our nearest SLS. A panel then assessed our submission and scored based on 20 key activities broadly grouped into five areas of service. Following this, we are delighted to announce Warlingham School LRC has been granted this SLS-UK School Library Award. Of the 20 focus areas we scored zero areas Page 24
as ‘developing’, eleven as ‘established’ and seven enhancing’ with two that did not apply to our school. Reading for pleasure is an activity that has real emotional and social significance. There is growing evidence that illustrates the importance of reading for pleasure, for both educational and personal development. Research points to a range of personal and academic advantages: • It can greatly influence test scores in maths, spelling and vocabulary (Sullivan and Brown, 2013). In fact, reading achievement can have a positive impact on attainment across the curriculum. • Regular reading improves general knowledge, encourages a richer vocabulary and increase accuracy in spelling. • It can improve capacity for comprehension (Cox and Guthrie, 2001) and instil a greater pleasure in reading later in life. • Reading allows young people to gather information about the world and how they fit in to it, encouraging empathy, mindfulness and selfconfidence. • It can strengthen, challenge or alter
the ways in which young people see the world and engage with it, how they develop relationships and bond with peers. My own reading journey started aged 13 with ‘The Hound of the Baskervilles’ and I have never looked back. Since then, I have always had a book on the go. That’s a substantial number of years, more than I care to admit! I have read books that have made me cry or laugh, that have inspired me or frustrated me. I have read books that I can feel, hear and smell what the characters are experiencing, living every moment with them (Diana Gabaldon – Outlander series if you are interested). This passion for reading
is something we would like all our students to develop so they too can enjoy the enrichment it will bring to their lives, wellbeing, confidence and academic success. Please remind students that we are here to support them and will gladly help them select appropriate books. Alternatively, if parents would like to make an appointment to visit the LRC after school, I would be happy to facilitate this at a mutually convenient time. Please email me at l.ferguson@ warlinghamschool.co.uk if I can be of assistance.
Mrs Ferguson L RC Co-Ordinator
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Good Attendance
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Good attendance means... being in school at least 97% of the time, or 184-190 days Remember: your education is important - don’t miss out! Did you know? When students attend school, they: Can achieve their full potential Have better career prospects Learn how to look after themselves and be healthy Grow in confidence Keep up with work and homework Make new friends There are
365
days in a calendar year
175
days are not spent at school*
*So there’s plenty of time for shopping, holidays and appointments Page 27
The Salamanca Expedition
For all the students at Warlingham who take Spanish as a GCSE, this week was far from ordinary. Myself and forty-three other students travelled to the Spanish City, Salamanca; we set off on Sunday 21st January, and returned on Saturday 27th. Page 28
We were plunged out of our comfort zones as we stayed for six nights in our host’s family’s home during which we spoke for hours with our hosts and ate traditional Spanish cuisine. Our Spanish speaking and listening skills improved incredibly through the
course of the week, due to the fact the families spoke zero English! Our mornings began with a light breakfast and then a short walk to the college (Colegio Delibes) where we were studying the language further. We had around four hours of grammar
and conversation lessons each day; the professors ensured every lesson was filled with interesting and varied activities for us to complete, all of which helped us enhance our knowledge of the Spanish language. The school day terminated at 1pm, Page 29
The Salamanca Expedition CONTINUED
after which we enjoyed planned activities and free time! During this free time we could venture down Salamanca’s streets and explore the city. Throughout the week we had: a spoken tour of the city and its main attraction the University of Salamanca, a trip to a sports centre
where we played the Spanish sport ‘padel’, tapas, a cooking class (to make Spanish omelette and sangria), a salsa dancing experience (my personal favourite!) and an excursion to the distinctive town La Alberca in the mountains! Everyone thoroughly enjoyed these events since they completed the Spanish experience for us. Before travelling to the airport on the last day, we stopped off in Madrid for a couple hours; during which we wandered around the famous Museum ‘Museo del Prado’. We viewed many prominent paintings by notable artists such as Goya, Bosch and Velazquez amongst others. I’m sure I speak on behalf of all the students who attended when I say that the trip was an all-round success; the lessons boosted our Spanish, in addition to getting a real feel and understanding of the country’s culture. It was a life changing experience and phenomenal opportunity for several reasons, that I am certain none of us will forget for a very long time. Furthermore, I want to thank the staff who accompanied us and made it all happen – Mr Toop, Miss Gomez, Mr Tafa and Mr Palmer, not forgetting the most important person,
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my Spanish teacher, Mrs.Smales, who unfortunately couldn’t make it on the trip but spent hours arranging, preparing and ensuring the trip would be amazing! Muchas Gracias!
I went on the trip in Year 10 and in Year 11 because I loved it so much; I truly recommend it to any future students taking GCSE Spanish.
Sophia Dunican (11G)
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Rag Week
Johnson / Austen
Chichester / Rowling
Black & White Day Monday 19th March 2018
Back to Bed (Onesie & PJs) Day Tuesday 20th March 2018
12W
12L
Pie-the-Teacher
Pizza Sale
12A
12R
Lunchtime Outside A3
Personalised Mugs
Lunchtime The Link
Bake-Off
Order before and on the day DT Block
Break & Lunchtime The Link
13W
13R
Snack Shop
Break & Lunchtime The Link 13A
Photo Booth Lunchtime Main Hall
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Staff v Student Dodgeball Lunchtime Sports Hall
RAG week 2018 is coming, so start saving that small change! The money raised during the first four days of RAG Week this year will be going towards London Air Ambulance and Cancer Research. The Friday’s activities will be in aid of Sport Relief, as last year was Red Nose Day.
Sharman / Dahl
Mallory / Shakespeare
12N
12NH
Movie Character Day Wednesday 21st March 2018
Crazy Head Hat Day Thursday 22nd March 2018
Tombola
Sponge-the-Teacher
12G
12M
Break & Lunchtime The Link
Lunchtime Outside A3
Coin Trail
Staff Lip Sync Battle
13N
13M
Break & Lunchtime The Link
Primary School Sports Day Lunchtime Sports Hall
Lunchtime Main Hall
Treasure Hunt /Guess the Sweets Break & Lunchtime The Link
13G
Krispy Kreme Doughnut Sale Break & Lunchtime The Link
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Kieran Cubitt has just finished an apprenticeship at the school, whilst Beth Stapleton has just started one. We asked them to share a little about themselves and their experiences of Warlingham School Two years ago, in June, I started a Level 4 IT Apprenticeship at Warlingham School. Since I’ve been here, I‘ve enjoyed the rewarding daily challenges the job creates. I have a strong passion for technology and how it supports people, creating new opportunities for staff and students to teach and learn effectively. Prior to working at Warlingham School I achieved a Level 3 qualification in Networking IT at John Ruskin College; this helped me fulfil my role here, providing excellent customer support and problem diagnostics. The apprenticeship allowed me to work from Monday to Thursday gaining knowledge and developing my skills at Warlingham, whilst on Fridays I would learn from a trainer to complete my course. The course was fully coursework based: my work was evidenced through screengrabs, witness testimonies and observations. As for hobbies and personal interests, I’ve said I have a strong passion for technology; I especially enjoy learning Page 34
Java. I also like to stay healthy and to spend time with my friends and family in my spare time, while keeping up with emerging technologies. Reflecting on the past two years, I can now see that carrying out the apprenticeship was very beneficial as it allowed me to gain experience and knowledge in the workplace while also earning a qualification. For me, I believe the apprenticeship has allowed me to improve my confidence and professional self. I would recommend an apprenticeship to others who are looking into obtaining experience and relevant qualifications. Fortunately for me, at the end of the period of training, I was successful during the selection process for an IT Technician vacancy at the school!
Kieran Cubitt I T Technician
I started working at Warlingham School as an Apprentice HR Assistant at the beginning of December last year. I am really enjoying learning all aspects of HR and feel that I am becoming more confident in my role every day. As the youngest member of staff I have been made to feel very welcome and feel that I am beginning to fit in really well.
Prior to starting my apprenticeship I attended Reigate College for a year, however later decided that I wanted to start working. I found that an apprenticeship is perfect for me as it means I can start working but also enables me to gain a nationally recognised qualification which will be beneficial to me as my career develops. My apprenticeship will take two years to complete and involves creating a portfolio of evidence in the run-up to the final assessments. I use 20% of my time to complete the college work, the rest is spent working my hardest to gain skills on the job. Even though I am at the early stages of my
apprenticeship, it has already enabled me to gain confidence and newly discovered skills. I would recommend an apprenticeship to anyone who wants a qualification and experience in the workplace. In my spare time I enjoy spending time with my family and friends. I spend a lot of time with my partner going out for meals and days out. One of my main hobbies is music; I have always loved singing and playing the piano. I have taken part in a few shows at school and I would eventually love to develop my skills into bigger things.
Beth Stapleton Apprentice H R Assistant
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Wide Horizons High Aspirations
Warlingham School Warlingham School is part of the Tandridge Learning Trust Address: Tithepit Shaw Lane, Warlingham, Surrey, CR6 9YB Tel: 01883 624067 Fax: 01883 624026 Email: info@warlinghamschool.co.uk Website: www.warlinghamschool.co.uk