Senior Choir (staff welcome) After school 3.20-4.30 in MU1
Tuesday Dance Club
Y11 English support (CO)
Sportsleaders
Y9 Minecraft
Lunchtime in P1
Lunchtime 1 to 1.30 in E2
Lunchtime 1 to 1.30
Lunchtime in IT1 E x t r a C u r r i c u l a r
Day Club Time
Thursday LGBT+ group
Y11 English support (JFG)
Lunchtime in S5
Lunchtime 1 to 1.30 in E4
Lumsdale Band after school 3.20 MU1
Basketball
Friday
Y9-Y13 Rugby Week B
Y11 Boys Football
Y12/Y13 Football
Y9- Y11 Netball SportsLeaders
Musical Theatre
Badminton Club
Lunchtime 1 to 1.30
C
After school 3.20-4.30
Lunchtime 1-1.30 P1
Lunchtime 1 to 1.30
Highfields PE Enrichment Clubs - Lumsdale
Wednesday - After School
3.20 – 4.30
Y10 Football (Boys) – Mr Shirtcliffe
Astro
Girls Y9,10,11 6th form – Mr Shirtcliffe
Astro
Y9 Football (Boys) – Mr Searson
Astro
Highfields PE Enrichment Clubs - Lumsdale
Thursday - After School 3.20 –
4.30
Rugby All years Week B – Mr Shirtcliffe
Field
Y11 Boys Football – Mr Searson
Astro
6th Form Football – Mr Waller
Astro
Y9, 10, 11 6th form Netball - Miss Geraghty
Sportshall/Court
Leaders – 6th form – Mrs Allen
Sportshall/Court
Lunch Clubs Lumsdale – 1 - 1.30
• Tuesday – Highfields Sports Leadership – Mrs Allen
Sportshall
• Thursday – Basketball – Mr Briddon
Sportshall
• Friday – Badminton Smash up – Mr Shirtcliffe
Sportshall
Highfields Community Award
Reminders
All Y7s will start here
• Club Participation – Students must regularly attend at least one extracurricular club (music lessons and revision sessions included).
• Classroom success – Attendance 94% or above overall. Positive rewards score. ATL 2.4 or better.
• School Leadership – Students should be a school ambassador or participate in an event/competition organised by the ambassadors.
Silver If you achieved the Bronze Award last year, you will be aiming for your Silver Highfields Community Award this year.
• Successful in Bronze award.
• Club participation - Weekly attendance at a club (music lessons and revision sessions included).
• Classroom Success - Attendance of 96% and above overall. Positive 80 in rewards, ATL 2.1 or better.
• Leadership - Students should be a school ambassador or participate in at least 3 events/competitions organised by ambassadors.
Raffle Ticket Prize Draws
New this year!
Raffle Tickets
After each data capture, during the profile review process, you will receive different raffle tickets depending on your performance.
You will write your name on the tickets and post one half into the correct coloured box in your year office. You will stick the other half into your form time exercise book so that you can track your progress. There will then be prize draws depending on the colour of your ticket.
Red = Most challenging Amber = More challenging Green = Challenging
Classroom
1 ticket for 94%+ attendance per data capture (DC)
1 ticket per DC for ATL 2.4-2.01
1 ticket for positive reward/consequence score DC
Wider curricular
1 ticket per attendance at a club
1 ticket for taking part in an interform fixture/ambassador-led competition Community
SLT and HOYs to award for consistent excellence – e.g. perfect uniform, politeness, an act of kindness etc.
Classroom
1 ticket per DC for ATL 2.1 or better
1 ticket for 96%+ attendance per DC
1 ticket for 50+ reward/behaviour score per DC
1 ticket for improvement of 0.2 of ATL on previous DC
Wider curricular
1 ticket for 3-week streak attendance at a club
1 ticket for attendance at revision session
Community
1 ticket for taking part in an event/fixture to represent HFS
1 ticket for being a student ambassador
1 ticket for student of the week
Classroom
1 ticket per DC for ATL 1.5+
1 ticket for 100% attendance per DC
1 ticket for 0 consequences per DC
1 ticket for 100+ reward/behaviour score per DC
Wider curricular
1 ticket for leading an event (as an ambassador or not)
1 ticket for 6+ week streak attendance at a club
Community
1 ticket for representing HFS at an open evening
1 ticket for student of the term
WOTW: Evaluate
TPS: Why do we do Word of the Week?
Having a large vocabulary is not just a skill in reading, writing, listening and speaking, but also in a general knowledge of science, history and the arts. It makes you a more interesting human!
WOTW: Evaluate
Using your MWBs: What do you think this word means?
3…2…1… Show me.
1. To form an idea of the amount, number, or value of; assess.
Using your MWBs: What type of word is it? Noun/verb/adjective/adverbetc.
3…2…1… Show me.
2. Verb
WOTW: Evaluate
TPS: Synonyms and antonyms (what are these?):
Synonyms – words with a similar meaning
Antonyms – words with the opposite meaning
Using your MWBs: What synonyms can you think of?
3…2…1… Show me.
Assess, judge, gauge, rate
Using your MWBs: What antonyms can you think of?
3…2…1… Show me.
Neglect, ignore, accept
You have crash landed on the moon. Evaluate the items that survived the wreck with you and rank them in order of effectiveness.
Box of matches
Food concentrate
50 feet of nylon rope
Parachute silk
Portable heating unit
Two guns
1 case dehydrated Pet milk
2 hundred-pound tanks of oxygen
Stellar map (of the moon’s constellation)
Life raft Magnetic compass
5 gallons of water
Signal flares
First aid kit containing injection needle
Solar-powered FM receiver transmitter
WOTW: Evaluate
In your form time exercise book, write two sentences with the word evaluate in them:
Examples: Only a doctor can evaluate health problems and prescribe a safe and suitable treatment plan. We need to evaluate our options.
WOTW: Enhance
TPS 1: Why is increasing our vocabulary important?
Speaking frame: Increasing our vocabulary is important because…
TPS 2: Where might we see the word evaluate in life?
Speaking frame: We might see the word evaluate…
Secondary 15 Minute Lesson
Your latest results: “Do you know how to resolve conflict respectfully?”
“Some scenarios seem impossible to stay calm in - it is unrealistic to always be respectful.”
Dame Elizabeth Cadbury School
“I would respectfully let the other person know how I feel.”
The Greater Horseshoe School
30.3% Yes No
“It's sometimes hard not to say mean things in the heat of the moment when an argument has escalated.”
Ryburn Valley High School
“Sometimes I know what I should do, but I don't think before I speak.”
Outwood Academy Riverside
59,993 young people voted this week! Were you one of them?
Your latest results: “Do you know how to resolve conflict respectfully?”
1:03
Click to hear from Aoife Nic Colaim, Anti-Bullying Manager at the Anti-Bullying Alliance, about her thoughts on your latest VoteTopic results.
Your views on “Do you know how to resolve conflict respectfully?” were also heard by: respectme Kidscape
Want to share your views with us? Share your votes and comments by logging into your VotesforSchools account. You can also get in touch at secondary@votesforschools.com
Should we learn more about coping with extreme weather?
1 Why are we talking about this?
In recent months there have been some devasting natural events that have affected communities.
Whole class discussion (1-2 mins) What types of extreme weather does the UK get?
In Spain, flooding has claimed many lives, particularly in the city of Valencia. In the US state of Florida, many were killed by Hurricane Milton.
1 Why are we talking about this?
Brits are well known for talking about the weather. Do we talk enough about being prepared for extreme weather though? Today’s VoteTopic question is: “Should we learn more about coping with extreme weather?”
2 Emergency forecast
Extreme weather events occur across the globe.
Extreme weather:
A weather event that is significantly different from the average or usual weather pattern, such as hurricanes and droughts.
Climate change is causing an increase in the likelihood of these events happening.
Climate change: Changes in the average patterns of weather over time.
2 Emergency forecast
Nordic countries including Sweden, Norway, Denmark and Finland have released updated advice leaflets for their citizens. These leaflets give guidance on how to deal with events including war, and extreme weather.
Did you know?
This is an image of Sweden’s capital city, Stockholm.
2 Emergency forecast
Individual activity (5-6 mins)
Complete the pieces of advice from the options given. These have been taken from the Nordic countries’ guides to dealing with extreme weather.
Did you know?
This is a view towards Norway’s capital city, Oslo.
2 Emergency forecast
Danish authorities ask that people are prepared to survive for _____ days during an emergency, for example with no electricity or running water. This time would allow the authorities to focus on stabilising the situation and helping where the need is greatest.
three five ten
The advice leaflets remind people to have a radio that does not only work by ________ .
the mains batteries
solar cells
2 Emergency forecast
Swedes are given a list of recommended foods to keep in the house ready for emergencies. These include: potatoes, cabbage, carrots and eggs along with tins of Bolognese sauce and packages of __________ soup and rosehip soup.
blueberry chicken tomato
2 Emergency forecast
Norwegians are given advice for if water supplies are cut off and the toilet cannot be used. You can make an emergency toilet by placing a ______ carrier bag around the toilet seat or a bucket. small double large
2 Emergency forecast
In addition to water and food, Danes are asked to have a mobile phone with a power bank/battery for charging. They are also asked to have _________ .
a torch candles matches It’s all of them!
2 Emergency forecast
Finns are reminded to not go in flood water, even if it is shallow. There are risks involved, for example ________ in streets can be moved by flooding. signs
manhole covers
cobbles
2 Emergency forecast
Many of the weather risks that apply to cities such as Copenhagen in Denmark, apply to the UK.
2 Emergency forecast
Pair discussion (2-3 mins)
Should the UK have more education about what to do when there are extreme weather events? Who should receive more education about the weather, young people or adults?
Challenge (1-2 mins)
Share your views with the class.
3 A perfect storm
An ongoing discussion is whether Governments are going too far, and putting too much guidance in place for the people. People who feel Governments are going too far sometimes call this the nanny state.
Nanny state:
A Government that tries to give too much advice or make too many laws about how people should live their lives, especially about eating, smoking, or drinking alcohol.
3 A perfect storm
Some would argue that Governments should make sure people are kept safe with rules and by teaching people what to do.
Others would argue that people need to have more freedoms to make their own choices about how to lead their lives.
3 A perfect storm
Pair discussion (1-2 mins)
What Government action would you consider too far in reducing risks from extreme weather?
Now’s your chance to vote on: “Should we learn more about coping with extreme weather?”
Yes
There are so many little hacks that could be useful in a crisis. It’s worth telling people about them.
There is always something about extreme weather and being prepared that we could learn more about.
It's really important that everyone knows some ways to help keep you cool in a heatwave and warm in a cold snap.
I think it’s patronising to be teaching people the basics of safety in storms and other weather events.
The Government should be ready to step in if there is an emergency. I don’t need to know about these things.
The most important thing we can be doing is changing our habits to reduce our impact on the climate.
No
We will be sharing your thoughts on this topic with the Met Office, the British Red Cross, Teach the Future, the Environment Agency and The Climate Coalition. Log in to your VotesforSchools account to submit your vote and leave a comment.
