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impactmatters t e r M lY i n s i g H t s F r o M b r o o K e H o u s e C o l l e g e
Our FA Technical Director Micky Adams and Professor Deborah Eyre, Founder of High Performance Learning.
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education is the most powerful weapon which you can use to change the world. – Nelson Mandela
Below: Anne Howells from HPL visits the Art classrooms, speaking with students and teacher, Ms Lucy Clarke.
Welcome i would liKe to pass on MY warMest greetings to all our brooKe House FaMilies and Friends at tHis easter tiMe and Hope You enjoY tHis latest edition oF our ezine. It has been 2 years since the UK government instituted what became known as ‘lockdown’ and it is now obvious, I believe, to all that the world has changed forever. Working practices, healthcare, Information Technology and the very fabric of education have entered previously un-envisaged territory and the vectors on which our lives are based have immutably altered. I feel that this new landscape is an overall exciting one – although it is only human to feel some trepidation. I also feel that as a generation of educators we have a responsibility to the children of today to ‘make up’ for the challenging times that they have faced and which were without precedent. Children deserve good times ahead – they have missed months of social contact, travel and other opportunities and classroom kinship.
This obligation I believe extends to providing better and fully considered opportunities moving forward. In this spirit at Brooke House we have worked hard to develop our new Vector Programme. This course will allow students from around the world to combine the very best of UK education at degree level with the experiences provided within a professional football club at Coventry City FC. It’s a product of a decade and a half of learnings and insight regarding high performance sport and high quality academic content.
I also feel that our obligation to our children involves preparing them for the uncertain post pandemic future we all face together. At Brooke House academic consistency is being fostered through High Performance Learning and future careers and life skills incubated through our partnership with 8 Billion ideas.
It’s clear that this brave new world moves fast and is not predictable. Agile thought and flexible entrepreneurial instinct may define future personal successes. I found it fascinating to read recently that Elon Musk had thought that Tesla would fail – but it was worth trying anyway! As he does his online Giles Williams MD and family at Leicester City Football Club banking I am sure he is with Kelechi Iheanacho pleased he didn’t give up at the first hurdle. I found myself recently in the unfamiliar area of app design. I am very Details will follow and your support will be grateful to our colleagues at MatchMeeting appreciated – inspirations are currently being who have helped me overcome my lack of sought from the world at large and from the knowledge and confidence in this unfamiliar world of the Brooke House student. Students digital landscape and I am pleased to say that will be involved at every step of the process our new SchoolScout app should be live by and will ‘own’ the outcomes. September. This will allow our students’ I wish you and your families health and footballing details and match footage to be happiness as spring turns to summer. After a accessed by clubs and scouts from all over the tumultuous 2 years and after what has been world in a safe and convenient way. We hope a tumultuous and tragic 2 months in Europe that this will lead to even more Brooke House – I hope we may also all find some individual students getting the opportunities their talent and collective peace. warrants on a global scale. At Brooke House we have for many years deliberated on whether or not to have a formal uniform. Uniforms have always resonated to me of forced formality and being not really in keeping with Brooke House’s deliberate informality. As part of a vision that will inspire Gen XY and Z we have therefore decided to collaborate with a well-known designer (and BH parent!) to launch a Brooke House brand of cutting-edge casualwear.
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Giles E.I. Williams
Managing Director
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Termly reflections from our Principal as tHe new terM CoMMenCed it was extreMelY exCiting to reFleCt upon so ManY aCHieveMents in tHe First Couple oF weeKs now tHat tHe MajoritY oF students returned aFter tHe winter HolidaY FroM Far and wide. An action packed Spring Term! A highpoint was the visit of Founder and Chair of High Performance Learning Professor Deborah Eyre. We were privileged to celebrate our implementation of HPL across the College with Professor Eyre and our Affiliated Coach Anne Howells, previously Principal of the International School of Norway. Our visitors met the Drive Team, our FA Director Micky Adams with our FA coaches and the HPL leads in the Principal’s Office. Professor Eyre enjoyed an assembly led by FA Coach Kirsty Linnett and her U17 elite team reflecting upon high performance on the pitch.
Football academy on the front foot!
Our Football Academy secured fantastic outcomes in a wide variety of fixtures, including wins at the Etihad Training complex against no less than Manchester City. Such a relationship with a top Premier Club speaks volumes for the aspiration and efforts of our FA coaches to provide outstanding opportunities and a platform to showcase talent, dedication and determination. This Term we have secured five FA Finals, our best outcomes to date.
looking to the future!
Early this term the school held a series of options sessions for students in Year 11. The programme consisted of a talks by our Vice Principal (Academic) on progressing to the Sixth Form (Year 12) at Brooke House College, and the Director of Partnerships on subjects and University applications. The focus was upon opportunities and leveraging interests to develop the intellectual growth for their studies ahead. During the afternoon, students gathered information about A Level and the University Foundation Programme and spoke to the Heads of Faculty and subject teachers. This was followed up by 1:1 interviews with the Principal and Director of Partnerships throughout February and March to confirm choices. Our Year 9 also enjoyed an Options Evening in readiness for choosing GCSEs. Finally, as a College, we were visited by the Independent Schools Inspectorate in late February and they concluded that we at 100% compliant in all areas, with no recommendations for improvement. An exceptional achievement, as we progress on our journey to become an HPL World Class partner school by 2023. Onwards and Upwards!
Admissions Q&A How would you describe a typical day in the admissions office?
It is a highly dynamic and fast paced place to work. From handling initial queries and welcoming visitors for a prospective visit to issuing enrolment literature i.e., Offer Letter and CAS. It involves an eye for detail assessing a student’s application making sure the information provided is in full and applicable for us to process further. We use ISAMS, an effective tool for our student enrolment and management where we can easily trace and track the enrolment progress, it’s an enhancement to the Admissions streamline and my best friend at work! We communicate closely with students’ families and agents to maintain an up-to-date record on student’s files and vice versa providing the most recent College news to them. Most of the time, I appreciate being the one to deliver the good news with an Offer to students.
what key elements do you look at when reading through an application?
First and foremost, would be the School Report and Transcripts from an applicant’s previous school. We value the student’s academic performance, their characters and capabilities; therefore, before conducting an interview with the applicant, we would also ask for Reference Letters from his/her tutors.
As a non-selective College, we inspire each student and encourage them to be the best form of themselves. We are very interested in finding those Soft Factors such as essays, extracurricular activities, recommendations, and demonstrated interest on application received and during our 1:1 interview.
Introducing li bai
what makes brooke House College a unique place to study?
Brooke House College offers a unique combination of our High-Performance Learning and additionally a well renowned Football Academy. We are a diverse community with girls and boys from all over the world pursing education and educational footballing pathways.
what makes a good working partnership with education agents?
A shared value between our agents and the College has been the foundation of our longlasting partnership. We honour the trust and collaboration established with our agents across the globe for the last 55 years. We appreciate the effort that goes behind each applicant, and we endeavour to provide as much relevant information as possible to support and facilitate agents’ recruitment plan & campaigns. We look forward to continually receiving quality applications from our agents.
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Li Bai has extensive experience working within the education sector in various roles in countries including: China, Ireland and the UK. Li is a qualified TEFL teacher and obtained an MBA degree whilst working for Dublin Airport Authority in marketing communication. Li has considerable understanding in areas of PR and business development with a focus on recruitment and retention. Being naturally enthusiastic, Li is always happy to reach out and show support to our students, the families and agencies when needed.
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since the start of the january term our enhanced enrichment programme continues to thrive and engage students in a wide variety of practical and creative activities. growing term by term, the enrichment students have had the options of: • Music, including a visit to a professional recording studio • Chess Club
• producing the student Magazine – ‘the brooke House post’ • expressive arts Classes • esports
• Cooking classes, including a special session learning to make dumplings for lunar new Year
• Careers & employability skills workshops
• the duke of edinburgh award, who recently completed their silver practice expedition in the peak district
enrichment programme continues to thrive
• Certified First aid courses
With new additions joining the programme on offer this half term, including: • robotics Club • Crest award
• Yearbook Club
• british sign language
As well as a wide range of fun activities – sports tournaments, board game cafés, sports sessions, Karaoke and excursions to tourist attractions and cities around England.
For full details about what’s on offer, what’s coming up and what’s happened throughout the college year visit the Enrichment website.
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Student council produce more editions of Brooke House Post the student council as ever have been working hard on fund raisers and producing the brooke House post. the council is made up of anita Hunt, rodina stoyonova, lynet Heng, Mooktapa senamuang, Malika sarsenova, stefan Milea, luma safira Monterio van-dunem, Mai tran and shiyu liu, sam Kiff. read the article by pearl senamuang to hear the voice of the student and teacher on the subject of High performance learning in brooke House.
Malika Sarsenova
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High Performance Learning Model Extended the school has further extended the High performance learning model, the academic year, welcomed High performance learning associate director, anne Howells, to launch the Hpl programme across the whole teaching and Fa coaching body. Cultivating a mentality of high performance across the classroom, pitch an track is our mission to inspire, encourage and empower every student with the competencies and capability to be successful in their chosen fields in school and beyond. in March both prof deborah eyre and Ms anne Howells visited in person and saw the good work of the teaching and leadership team in action.
Hpl in the eal classroom – teaching english as an additional language Our EAL teachers and HPL drivers Sally and Julie, welcomed visits into their class rooms.
Our HPL focus, in recent weeks, has been ‘Meta-thinking’, specifically designing classroom activities to promote metacognition and meta-cognitive strategies, such as teamwork, concept checking, questioning and thinking aloud. It’s been great to share ideas and plan together as teachers to discuss teaching approaches and activities that enhance student learning.
Our aim has been to design tasks that encourage student collaboration to achieve shared outcomes; taking the content out of the textbook and adapting it so that students work together in pairs or small groups to solve problems and complete activities communicatively. It’s been a hugely valuable process and students have responded well to this approach, saying they are more actively engaged in learning and more motivated to participate.
We have many examples of this type of activity in class impacting successfully on learning. One is the ‘Jigsaw Reading’ approach, where different groups within the class (Group A / Group B / Group C) have different parts of a text / source of information. In their groups they work on a task to better understand the content. The students then regroup (A+B+C) and work collaboratively on a second task that
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requires input from each student to succeed. We believe the success of this approach lies in the notion that learning is a social activity, not an individual endeavour.
As teachers, we feel this approach is making learning more visible (and audible) in our classrooms. Students are talking through their thought processes with a partner; they are checking their own and their peers’ understanding as they work towards task completion, learning from each other. Students support each other in their learning, while consolidating their own understanding.
With learning more visible, the teacher can address misunderstandings as they occur and provide constructive feedback instantly to move learning forwards. Edward and Chung explain to Prof Deborah Eyre the learning points within the exercise
our drive team attend Hpl 3rd annual Conference at the university of warwick on thursday 24th March the Hpl drive team attended the Hpl 3rd annual Conference 2022 at university of warwick Conference Centre to discover more about Hpl and to connect with other Hpl schools.
The day started with key-note speaker Professor Deborah Eyre. She introduced the day with the message that HPL should anchor your school with Well-Being foremost. Professor Eyre reminded us that we should look for the positives from the last years of Covid, that it was not true about these students being a lost generation. Instead, we should see our students as being the best developed students who have persistence and resilience in the face of adversity. Our students now have a set of skills that no other students have had. Professor Eyre spoke of HPL as a research based philosophy that develops ‘success’ habits. The thirty habits make the difference. Having the language to express how you are feeling is powerful. We should aim to embed and encourage the language of HPL both inside and outside of school.
student engagement
One of my favourite parts of the day was when students from different schools talked about how much HPL had encouraged them to be successful at school. The question raised was how students could encourage the implementation of HPL in their own classes and through school. This photograph shows a very confident Student Drive Team from a girls’ school in Birmingham who told us about all of the activities that they were involved with using HPL at their school. The activities included weekly HPL lunch meetings to plan activities for the following week and an HPL newsletter with different articles about ACPs/ VAAs with puzzles and games to introduce HPL to staff and students.
parental engagement
We also had an inspiring talk by Ravensthorpe Primary School about parental engagement with HPL. They showed some very creative and colourful ways of sharing HPL through the Covid lockdown with their ‘Feel Good Friday’ Power Points that were shared with all students and their families. These included parents sharing photos of activities with students outside of school, celebrating HPL skills across all year groups and making HPL
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visible through displays and certificates. This had become an important way for students and staff to connect during the pandemic.
Parental Engagement is an important topic. How can we engage parents with HPL? Schools found that parents want the VAAs as skills for their children to enable them to become independent learners and collaborative. With more parental engagement where HPL characteristics can be developed at home, students can make further progression. The impact of strong parental engagement is that parents feel that they can support students more fully and teachers see the impact of this in the classrooms. We would like students to be able to talk about their learning at home with their parents and have the language to be able to do that successfully and articulately.
Great things HPL does for students… questioning our practice.
At the end of the day we came away full of ideas for delivering HPL in our schools through student and parent engagement and we look forward to trying out new activities and ideas across the school in the upcoming months.
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Science Department nurture based on High Performance science education is an inherent need in our society, it allows people to give their opinion, participate and vote on scientific issues. there is a deep need to de-mystify and open science to everyone; no more so than in the last 2 years the world has been in the hands of deep scientific knowledge and its advancements in the fight against Covid 19. this dependence in science signifies a turning point for academic establishments, where the nurturing and learning of science needs to be performed in a way that allows the youngest of our society to embrace it and make it part of their life.
Therefore, it is no longer possible to reserve scientific and technological culture to an elite. Society has become aware of the importance of science and its influence on issues such as health, food and energy resources, conservation of the environment, transport and the means of communication, the conditions that improve the quality of human life.
At Brooke House College, the Science Department has been implementing a leadership based on High Performance Learning (HPL). This is a holistic model that seeks to help and nurture the principles of hard work, resilience, and collaboration to engage in analysis and understanding of the academic sciences. Through HPL, our footballers, motor-sport drivers and nonfootballer students all build the essential core values that help them develop their self-esteem, confidence, and empathy towards one another when they collaborate in the learning of the scientific world. In this way, science opens up to them, because they no longer feel intimidation from it, far from it, science becomes a part of their daily routines they question it, they engage with it and they exploit it beyond the parameters of their books and classrooms. Within our classrooms in the Science Department, we have been focusing our attention ensuring that our students
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engage in activities that require all their abilities (whether artistic, or writing, etc) within the context of science. Such a multidisciplinary approach ensures our students show off their knowledge and question the world around them. It gives them a healthy capacity of analysis and empathy towards each other and towards
our planet. For example, in Biology and Chemistry we ensure that their learning is collaborative, filled with hard work and empathy towards one another. Within the topics of growth and experimentation we have given them the chance to be playful with their practical work and show off their imaginative creativity.
Above: In this particular lesson, the students were given instructions and trusted to do the experiment on their own. We linked past topics with the idea of Ph and rainbows, to design a test tube that reflects all the Ph scale color variations.
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es leadership Learning Linking their past knowledge into collaboration with one another allows them to become confident, so much so that we can mix lessons and form small environments for revision. We place trust upon our A level students, and their selfconfidence shines as they share their knowledge with our GCSE kids.
Above: The GCSE year 10 and A level students produced models of plant and cells under the Science Week motto about Growth. They used their knowledge and the idea that cells are the origins of tissue growth and produced models of the structure of plant cells.
Above: A revision session between AS and GCSE students. The topic of the circulatory system was visited and revised together.
With this holistic approach, we want our students to be proud of their multidisciplinary abilities, and use them within the context of science. Their artistic
flairs, abilities to write and to independent within their research activities.
By trusting our students fully, and engaging with their abilities, we give them a healthy capacity of analysis and empathy towards each other and towards our planet. The collaborative approach of the science staff, with our cultural backgrounds, and our various approaches to science and teaching has made it possible to engage with our international and home students. We practice what we preach, by ensuring that we also are High Performance Learning individuals, because we understand that we never cease to learn, every day and every student is an opportunity. At the heart of our department there is discipline, order, observation and logic; but with a touch of familiarity and solidarity as we seek for them to find their path with self-belief and mental wellbeing.
Left: During chemistry Growth was pursued by understanding how elements combine to form compounds during KS3 sessions.
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HPL in the Football Academy our Hpl focus, in recent weeks, has been ‘Meta-thinking’ on the pitch and in the classroom, including the use strategies, such as questioning, reflection and teamwork, to understand what went well and how we can learn from mistakes to perform potential solutions.
2. Fixture and footage reviewed.
– What went well? Why? – What are potential solutions? Why? – How can we learn from mistakes? – Confidence in choice of approach for performance
3. Check knowledge and understanding by revisiting the SSG to see students decision making and how they build/switch the play to exploit space. One example has been ‘Meta-thinking & Constraints-Led in a Game-Based Approach’ undertaken by our U15 students. From presenting ideas on the pitch, to allow the students apply these in a constraints-led game based environment and then a fixture. The footage from the fixture was reviewed and discussed to understand what went well, how can we learn from mistakes and develop understanding of the potential solutions. This would aim to increase confidence in decision making during the next performance. This would be followed by checking the
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developing how students think about solutions
1. Ideas presented on building/switch of play. SSG with constraints to direct students decision making and application in a game based environment.
knowledge and understanding on the pitch by revisiting the constraints-led small sided game to see the development of decision making in performance. In the Academy it has been great to see the implementation of HPL ‘meta-thinking’ across the age groups both on the pitch and in the classroom. Developing how students think about problems, as well as potential solutions and the positive impact this can have on students individual development in a team environment.
College ICT and Network During August 2021, Brooke House College started an exciting journey to enhance the ICT infrastructure across all buildings. The College commissioned its own designated 1GB broadband connection and it has been successfully installed at 12 Leicester Road. This new connectivity will catapult online activity for both students and staff and thus facilitate improved digital learning and a far greater capacity to connect to new and underdeveloped platforms. Buildings being captured with this ICT broadband upgrade can be seen in the list below.
• 12 leicester road • 5 burnmill road • 2 ashfield • 20 Heygate • Fountain Court
• Cottages • georges’ • london House • pK building • 2 Heygate
• High street (classrooms) • union House
• djw House • northampton House
Buildings to follow during the next few weeks are shown below:
Above: Image highlighting the scope those buildings.
ICT hardware will be improved within our learning environments, with interactive LCD technology and supported by industry leading WIFI/broadband connectivity.
Northampton House, which houses many of our academy players and the academy office, has recently installed 2 interactive 75” LCD’s. they are used both recreationally and for football analytics by the coaching staff. Enhanced technology permits and encourages staff to deliver high performance coaching to their target audience with levels of detail and clarity that equate to the on field performance.
the orators
Right: one of the new 75” Interactive LCD’s at Northampton Road
brooke House College participated in an international debating competition this term in collaboration with students in schools across vietnam.
On Sunday 3 April, our teams reached the final stages and engaged in fierce debate with the best of the Vietnamese finalists, alongside schools from Europe and Canada. Two teams participated at different age categories. The Junior debate team consisted of Fabian palmer, derry pinnick and rosa Campagnolo and the Senior team was represented by Mac Hilson, Malika sarsenova and tilly pham. The theme was climate change and both teams researched thoroughly for their respective contests. A fantastic opportunity to develop communication skills and represent the College on the global stage. Left: Our Principal with debate researchers Anita Hunt and Carlton Najomo
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partnerships – the next step We have been fortunate enough to have built long lasting relationships around the world on a variety of football and educational projects; with the aim of developing sustainable ventures that give back to the local community and drive forward the opportunities of the youth of today.
Partnership with Uzbekistan Football Federation, launching Brooke House College Football Academy in Tashkent with our local partners.
The ‘Grand Tour’ Abuja, Nigeria
Grassroots coaching sessions in Freetown, Sierra Leone.
Two football legends – Micky Adams and Nwankwo Kanu
Grassroots project, Bissau, Guinea Bissau
Football development project, Hong Kong and China
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To facilitate the success of the College’s Football Academy we are delighted to announce the exciting new project – The Vector Programme in partnership with Coventry City Football Club, Loughborough College and Loughborough University. An elite under 23 programme which combines football and education for student/players to continue their journey of excellence.
Student/players will benefit from a football programme that is led by the Technical Director Micky Adams (UEFA Pro Licence coach) and a highly qualified team of coaches and staff; as well as studying a BSc (Hons) in Sport and Exercise Science with Management from the world’s number 1 ranked university for sport – Loughborough University.
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For those aspiring football players and scholars we are excited to be offering the programme alongside our partners from September 2022.
To find out more please contact Rachel Caine on r.caine@brookehouse.com
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Talented racing drivers progress at Brooke House College Brooke House College are very proud to have a number of talented young racing drivers at the school, who are all working their way up the motorsport ladder.
Our three young drivers, Michael, Christian and tern are all gearing up for the start of the season, whether that be the Spanish F4 Championship for Christian and Tern or the British F4 Championship for Michael. MiCHael
Michael is a young racer from South Korea who attends Brooke House College. In 2021 Michael made the switch from karting to cars and 2022 will be his first full season in single seaters.
MiCHael
©Jakob Ebrey
Photography
In 2022 Michael began the year by competing in the F4 UAE Championship racing for JHR Developments before making the switch over to the British F4 Series.
In the 2022 British F4 Championship, he will drive for Virtuosi Racing, Michael is also taking his A levels this year (Business, PE and Psychology) at Brooke House who are working with him to achieve success both on and off the track.
CHristian
Another one of the talented young drivers to attend Brooke House College is 15-year-old Singaporean Korean driver Christian.
His racing career started when he was 10 years old karting across Europe and in 2022, he will be racing in the Spanish F4 Championship having moved from karting to cars last year.
CHristian
Christian also supports younger drivers in Singapore with coaching and one-to-one mentoring and is studying at Brooke House college for his GCSEs.
tern
Tern is a racing prospect from Thailand who currently races in the British F4 Championship.
In 2021 Term moved to British F4 and achieved multiple podium finishes and a race win with the iconic racing team, Carlin.
This follows a successful career in karting and all while Tern is studying for his GCSEs with Brooke House Academy. Previously Tern used to go to Arden Motorsport for simulation and test days who Brooke House College have a close relationship with.
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tern
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summer school to thrive once again!
we have been running our residential summer school for over 40 years. boys and girls between the ages of 10 and 17 visit us, either in small groups or as individuals, for any number of weeks during the course – sunday 26th june to sunday 28th august. students come from all over the world, creating a uniquely diverse and friendly atmosphere, which is cherished by students and staff alike.
After the Summers of 2019 and 2020 when very few students were, understandably, able to join us we are very much looking forward to a more ‘normal’ Summer School in 2022. Already we have students registered from; Belgium, France, Germany, Italy, Japan, Romania, Poland, Spain, Switzerland & Vietnam.
The courses are constructed carefully to give each student the opportunity to improve his or her English whilst, at the same time, taking advantage of a huge range of sporting and social opportunities, in the form of activities and excursions. By living and studying together, the course encourages students to speak English with one another and to experience one another’s cultures.
The Brooke House College Summer School is our own course. The majority of the Summer School teachers, activities and residential staff work at the college during the academic year and so are qualified, professional and experienced. They create an atmosphere of friendliness within the college, with their primary concern being the care and welfare of the students, many of whom are away from home for the first time in their lives.
A measure of the success of the Brooke House College Summer School is that many students return to the course year after year to repeat the Summer School learning experience time and time again.
For Summer School enquires please contact our Summer School Director, Mr wylie wright via summerschool@brookehouse.com.
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Brooke House College F tHe latest news FroM all tHat’s Happening at our Football aCadeMY! u14
This team the Under 14s reached the Quarter finals of ESFA Small Schools Trophy, the furthest a Brooke House U14 team has got in this competition.
They also played against Manchester City and Wolves Development Programmes, with fixtures against Burton Albion and TNS arranged for later in the year too.
u15/16
The U15s are into the final of ESFA Small Schools Trophy but were knocked out in the last 32 of the ESFA Schools Cup. The U16s are into the final of ESFA Small Schools Cup and the ESFA Schools Cup. The team also reached the ESFA Elite Schools and the ISFA Shield Quarter Finals.
Varying groups of our under 16/15s have also played against Manchester United, Manchester City, Leicester City, Wolves, Luton Town, Derby County, Doncaster Rovers and Burton Albion.
u17/18
The U18s reached the quarter final of ESFA Schools Trophy, the U18 B team are into the final of the ESFA ‘B’ Team Cup and the U18 E side are into the ESFA Super League final.
u19
Our under 19 Team 1 are currently 4th in the CAT2 Championship but were knocked out at quarter final stage of ECFA Knockout Trophy. The U19 Team 2 (U17) are currently 1st in the CAT2 Championship and were knocked out of ECFA Knockout Trophy semi-final. Last but not least our U19 Team 3 are midtable in CAT3A Invitation and the U19 Team 4 (U17B) sit midtable in CAT3B Invitation.
brooke House College Football academy player signs for league 1 side lincoln City
brooke House College Football academy player zane has signed for league one club lincoln City. zane has continued to develop since joining brooke House College and has impressed enough to be given this opportunity by the eFl league one side.
Zane has been at Brooke House College Football Academy since joining as an U13, training in both U14 and U15/16 phases. Zane is an attacking player who normally plays in an attacking midfielder role. Having recently been on trial, Zane has signed for EFL League 1 club Lincoln City as an U15. Lincoln City FC play in the EFL League One and are currently sit in 18th place.
“All of the coaching staff at the academy are extremely happy that Zane has signed at Lincoln City FC. Zane has shown fantastic progress over the last 12 months and it’s great to see his hard work and ability has been rewarded by signing at the League One side. Keep up the good work Zane!” – Callum burston, Football Academy Coach.
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ootball Academy brooke House College graduate plays in u19s ueFa Youth league one of our recent success stories is Football academy graduate Kelvin john, who recently featured in the u19s ueFa Youth league for his side KrC genk as they played Chelsea u19s. Kelvin graduated from Brooke House College in 2021 having been with us as a full-time student on our football programme. His development was great to see both on and off the pitch during his time at BHCFA and he has grown into a talented young Attacker. He joined KRC Genk last year on a three-year deal at the age of 18 and is only the second Tanzanian footballer to play for the club after Mbwana Samatta.
Kelvin has made a strong start to life in Belgium, he has scored three goals in five UEFA Youth League matches this season and had a significant impact on the game against Chelsea notching 2 assists in a 5-1 victory.
Kelvin is just one of many of our talented graduates who have gone on to play for clubs around the world having honed their talents at Brooke House College Football Academy. If you are interested in finding out more about which clubs our former students have gone on to play for, you can download our full list of graduates by clicking here.
“We are delighted to see the success that Kelvin is having at KRC Genk and he’s a fantastic inspiration for current players in the academy on what you can achieve if you work hard to develop as a young player”
academy director Micky adams trains young players in jordan
Micky adams, technical director at brooke House Football academy recently travelled to jordan to work with players at the nes sports Club a new english school in the country.
Micky enjoyed a long professional playing career in top-flight football including spells at Leeds United, Southampton, Coventry City and Fulham. As a Pro-Licence manager, he has 800 professional games to his credit and is possibly best known for working at Leicester City FC.
Micky is developing Brooke House College’s link with professional clubs and sharing his experiences with students’ intent on a career in professional football, something he was also able to do during his time in Jordan. Click below for highlights and Micky’s thoughts on the trip and the players he worked with.
- istvan Kislorincz, Football Academy Manager.
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David Harkin book launch inaugural speech – “The ripple effect”
on Friday 1st april, david Harkin the Founder and Ceo of the award-winning education company 8billionideas presented to our Year 11 students as part of our partnership. He gave insights into the importance of entrepreneurship and an enterprising mindset for success in future careers, in sport and beyond. we were privileged to receive copies of his recent publication, ‘the ripple effect’ and hear how surprisingly small changes in mindset can have a profound effect on ourselves and others. we look forward to Mr Harkin visiting the College in the summer term to launch the High performance programme to build competencies around collaboration, presentation skills and financial literacy. Since its formation, 8billionideas has worked with over 100,000 students around the world in 500 schools. It’s been recognised by TES and COBIS for its work and has strategic partnerships in every part of the sector including Multi-Academy Trusts, Young Offenders Units, International and Independent Schools.
David is a TED speaker and author, and also holds the post of Director of Entrepreneurship in a number of independent schools around the world including Surbiton High School in London, Harrow Hong Kong and Bangkok and British School Jakarta.
Finally, he has founded a movement known as #UnlockingEducation and recently held two fascinating webinar discussions hosted by the broadcasting legend, Alastair Stewart OBE. Each panel was joined by former Ministers of Education, senior individuals in education and high profile people from industry.
At his core, David is a passionate educationalist who is extremely excited about the window of opportunity of change ahead of us. At Brooke House College, we are excited to partner with 8BillionIdeas to promote careers education and enterprise learning to prepare students for their future careers in, and beyond, sport. Here he offers some reflections on traditional work experience in schools and how to prepare for future success through wider experiences.
“I’m sure there are people out there who went on a work experience placement while at school and it changed their life. However, I’m also pretty convinced that for the vast majority of people this wasn’t the case. They were placed into something they were loosely interested in, or taken into work with their parents or friend of the family for the week. They enjoyed the time out of school, and frankly, not much else.
Despite the good intentions, work experience isn’t a productive ‘process’ for students to go through. Thousands of individuals in schools annually spend countless hours attempting to place students in the world of work with the intention of widening their horizons and giving them something valuable on their CV or UCAS application. However, our opinion is that work experience doesn’t work. It doesn’t achieve its objective and it costs schools money each year.
8bill Founder & Ceo david Harkin presents to Year 11 on entrepreneurship and future careers.
principal, ian smith begins the 8bill session with a warm up!
It’s also too late. Why are we leaving it until a child is in Year 10+ to have a ‘work experience’. Children’s perceptions of the world and what they can achieve in it are formed at a much younger age. It’s predicted that 82% of Year 7 pupils have already formed strong opinions about their future careers1. So why would we start doing it when they are already 15?
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We believe the way we think about exposing children to the workplace and to their future career needs to change. We need to stop talking about work experience and start talking about experiences. To us an experience is something memorable which could alter their opinion about their future. Experiences should challenge them positively, and excite them about new opportunities, not just get them off school for a week.
These experiences should start from a much younger age. As we grow older our innate curiosity declines as well as our willingness to question the world around us. We should not be having a career conversation with a 9 year old, but instead, we should be providing them with a set of experiences which could help them on their journey to finding their passions.
Students listen to 8Bill presenters in PK Building
Broadcaster Alastair Stewart OBE with David Harkin at book launch in London
Within that set of experiences, variety is key. Not everything is what it says on the label, and our pre-conceptions of what a field of work or industry might be like are often outdated, incorrect, or flat out wrong. A child might say they are interested in working for a start-up because they immediately think of shows like Dragons Den, but if that start-up is related to their passion, they might surprise themselves. We’ve got to encourage children to enjoy and dive into all sorts of experiences and immerse themselves in them to see what really does stick.
It’s time to drop ‘work experience’ as a process and start talking about experiences as a service. Work experience provides a child with, at best, one data point upon which to base their career and life decisions. A variety of experiences at a younger age will allow children to make more informed choices about their future, find something they are passionate about, and build a career and life around it. Work experiences don’t work, but wider experiences will.”
1. Dr Graeme Atherton, Eric Cymbir, Professor Ken Roberts, Dr Lionel Page and Dr Richard Remedios. “How Young People Formulate their Views about the Future”. Aimhigher Central London Partnership, University of Westminster, 2009, pp. 3.
8Billionideas broadcast lead Ollie encourages Brooke House students to innovate and create
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