Following feedback from a significant number of parents/carers, we are reminding all students that mobile phones are not permitted on site at Highfields School. This is from the moment you arrive on site until after you have been dismissed and left the classroom following your P6 lesson.
Phones are not permitted in lessons, at social times, on colonnades, in toilets, in social areas – basically anywhere on the school site!
Reminder: Mobile Phones not allowed
Do not attempt to contact home during the school day on your mobile phone. If you need to make an urgent call or if your parents need to get hold of you, messages will come via Year Teams or Reception. Consequences will be applied to anyone found using or to have used their phone during the school day. This is a confiscation of your phone and a 30min TD after school.
This is nothing new. We have not changed policy or our practice.
If you recognise any of the items in our lost property please visit reception at Lumsdale.
LOST PROPERTY
Items will be discarded after April Half term.
DEAR – Drop Everything and Read
Your DEAR session this week is:
Y7, Y8&Y9
Monday P6
If you recognise any of the items in our lost property please visit reception at Lumsdale.
LOST PROPERTY
Items will be discarded after April Half term.
Clubs
• Book Club
Tuesdays in the Library from 1pm with Mr Tidmarsh
Come and check out our reading challenge
• Year 7 Homework Club
Thursdays in Room 7 from 1pm with Mr Tidmarsh
*Attendance will count towards Community Award*
Monday LGBT+ group
Lunchtime Lab 1
Y7 and Y8 English Homework Help Lunchtime 1 to 1.30 Rm8 or Rm10 Junior Choir Lunchtime 1 to 1.30 Music Room
Y8 Art and Craft club
Lunchtime Room 1a Y7/Y8 Girls Football
school 3.20 until 4.30
Sports Leaders
1 to 1.30 Cheerleading Week B
1 to 1.30 Parts Mob
Y7/Y8 Boys football Y7 Girls Netball Y8 Girls Netball
Thursday Starkholmes Band
Lunchtime 1.10-1.40 Music Room
Y7 Homework Club
Drama Club WEEK B only
Rugby Week B only
Friday Keyboard Clinic
Y8 Film club
Lunchtime 1 to 1.30 Room 7
Lunchtime 1 to 1.30 Parts Mob
school 3.30 – 4.30 Week B
Lunchtime 1.10-1.40 Music Room
Lunchtime (bring your lunch)
x t r a C u r r i c u l a r
Highfields PE Enrichment Clubs - Starkholmes
Monday - After School 3.20 –
4.30
Y7/Y8 Girls Football – Mr Shirtcliffe –
Field (Boots, Shin pads)
Highfields PE Enrichment Clubs - Starkholmes
Wednesday – After School 3.20
– 4.30
Y7 / Y8 Boys Football – Mr Waller Field (Boots, Shin pads)
Y7 Girls Netball – Miss Geraghty Courts
Y8 Girls Netball – Mrs Allen Courts
Lunch Clubs Starkholmes – 1 - 1.30
• Monday – Handball – Mr Shirtcliffe – Gym
• Tuesday – Basketball – Gym- Mr Harris
• Wednesday - Highfields Leadership – Mrs Allen – Gym
Monday Y11 English support (MWE) Lunchtime 1 to 1.30 in E3
Senior Choir (staff welcome) After school 3.20-4.30 in MU1
Tuesday
Y11 English support (CO) Lunchtime 1 to 1.30 in E2 Sportsleaders Lunchtime 1 to 1.30
C u r r i c u l a r
LUMSDALE
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
WOTW: Revise
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: Revise
Using your MWBs: What do you think this word means?
3…2…1… Show me.
1. Studying and recapping prior learning to prepare for an exam
2. To make slight changes and improvements to work(s)
Using your MWBs: What type of word is it? Noun/verb/adjective/adverbetc.
3…2…1… Show me.
3. Verb
WOTW: Revise
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.
Practise, clean, smarten up, revisit
Using your MWBs: What antonyms can you think of?
3…2…1… Show me.
Ignore, neglect, forget
Revision techniques
Your teachers will have talked to you about how best to revise for their subjects. Different strategies work better for different subjects and for different people. Over the next few slides we are going to look at some common and useful techniques for revision. Which ones work best for you?
Condensing your notes
1. Organise
• The first step is to get all your notes and handouts together and organised into subjects and topics
2. Summarise
• For each page of notes, write a summary of the main points onto a piece of A4 paper
3. Condense
• Now condense each summary down to the main ideas, key terms and key points
• Write your condensed notes onto index cards (you can get these from reprographics) leaving plenty of space between points
Flashcards
Once you have condensed your notes, you may find flashcards work well for you as a way of revising key terms and concepts
• On one side of the card write something you need to know
• On the other side of the card write the answer
Flow Diagrams
Flow diagrams work well for revising processes and sequences, for example remembering the steps in an experiment or a sequence of events
Revising with past papers
Most revision experts would agree that practicing exam questions is the best way to revise for GCSE exams because it means you have to apply what you’ve learned an different scenarios
There are 2 parts to past papers and you will need both
• The question paper
• The mark scheme
Revising with past papers
How to revise with past papers
1. Work through past papers under timed conditions
2. Do every questions as you would in your real exam
3. Do not stop to look something up in a text book or in your notes
4. When you have finished, check your answers with the mark scheme
5. Use your results to find areas that you need to revise more
6. Go back to your notes and text book to improve each answer
Points to remember
When there is only a limited amount of time and lots to do, being organized and managing your time means you can work effectively and efficiently Planning your study time and your revision time is your foundation for study success.
Points to remember
Setting your goals for your learning is the framework for your study success. Only you can say how far you want to go with your studies and how high you will reach.
Remember that objectives are your steps up to achieving your goals; and every step deserves a little reward!
Points to remember
Thinking about your learning is the most advanced study skill there is.
Knowing what works for you, which techniques to use, how things connect means you can design the way you learn to suit your needs.
Take the time to review what you have put together with these skills and they’ll just get better and better.
Points to remember
Motivation is what drives you to improve and it is the cement that lets you build one block of learning on top of another.
Motivation is often strongest when you feel most in control of what you are doing: when you have set the goals, when you are asking the questions and finding the answers.
Learning Pyramid
WOTW: Revise
TPS 1: Why is increasing our vocabulary important?
Speaking frame: Increasing our vocabulary is important because…
TPS 2: Where might we see the word revise in life?
Speaking frame: We might see the word revise…
Secondary 15 Minute Lesson
Your latest results: “Should anonymity online be protected?”
“There are some creepy people out there, I wouldn't feel safe using my real name online. What if they decide to try and track me down?”
Park Vale Academy
“You don't have to be doing something wrong to not want to share things with your friends.”
Churchill Academy & 6th Form
Yes No
“People would think twice about what they post if their real name was attached to their posts.”
Sandwell Academy
“Has anyone ever used anonymity in a positive way on social media??? Many people use it to spread hate speech!”
The Brooksbank School
58,011 young people voted this week! Were you one of them?
Your latest results: “Should anonymity online be protected?”
3:03
Click to hear from Joe Mulhall, Director of Research at HOPE not hate, about his thoughts on your latest VoteTopic results.
Your latest results: “Should anonymity online be protected?”
1:59
Click to hear from Amy O’Donnell, Social Impact Lead at Nominet, about her thoughts on your latest VoteTopic results.
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 Your views on “Should anonymity online be protected?” were also heard by: Kidscape Just Like Us HOPE not hate Whistleblowers UK Protection Approaches
Today’s VoteTopic:
Is it difficult to be a man?
UNCRC Article 2: No discrimination UN SDG 5: Gender equality
VfS Key Theme 9: Culture, media & the arts
1 Why are we talking about this?
You may have heard conversations prompted by the recent Netflix series Adolescence. The story about the actions of a fictitious 13-year old boy has got people across the country talking about the experiences of young people.
1 Why are we talking about this?
The TV show has got parents and carers in particular talking. Themes raised in the show include male rage and the impact misogynistic online influencers can have on young men.
Some parents have been motivated to have open conversations with their children about the issues the show raises. Misogyny:
A hatred or dislike of women and girls. It often involves sexism, aggression, viewing women as inferior to men and reducing women and girls to their bodies or their appearance.
1 Why are we talking about this?
There are difficulties faced by men and women; their experiences and perspectives on these are all relevant to this conversation. You can find lessons on misogyny and allyship or additional resources for International Men’s Day and International Women’s Day on the VotesforSchools website.
1 Why are we talking about this?
Let’s take some time to reflect on a few of the issues being discussed in response to Adolescence.
Your VoteTopic question today is:
Is it difficult to be a man?
2 The evolution of man
It is tempting to ask the question, what is a man?
There is no single, or easy, answer.
2 The evolution of man
As times have changed, the expected characteristics that emerge as boys become men have changed too.
2 The evolution of man
Let’s take a moment to consider what characteristics have been traditionally linked with manliness.
Traditional:
Customs or ways of behaving that have continued in a group of people or society for a long time without changing.
2 The evolution of man
Class activity (2-3 mins)
Call out and make a list of as many words as you can think of for characteristics that have been traditionally linked to men.
2 The evolution of man
The TV show Adolescence has sparked a national conversation about the impact of social media and “manosphere” influencers.
Manosphere:
A range of websites, blogs, and online forums that promote stereotyped versions of masculinity, misogyny, and opposition to feminism.
Feminism:
The belief that women should be allowed the same rights, power, and opportunities as men and be treated in the same way.
2 The evolution of man
Some boys are engaging with “manosphere” content. We need to be able to talk about this.
2 The evolution of man
You shouldn’t be too controlling.
Boys love dinosaurs.
What a man to be
Only weak men cook and clean.
Men should be role models for their children. You’re very emotional for a boy.
The expectations of boys and men today can seem confusing at times.
You should be a strong man. You need bigger muscles. You are too interested in sports.
Men aren’t emotional.
A man should be confident.
You should be able to fix things.
Boys and men should cry more. You must be sensitive.
You must love football.
Be nice. You should take care of the family.
Boys don’t cry.
Men don’t cry.
You should be hairy.
You should talk about your feelings more.
That’s not a man’s job.
You shouldn’t be that hairy!
A house-husband is weak.
Being vulnerable isn’t attractive.
Real men can cook
You’re wearing pink!
Kindness is a sign of weakness.
You are too interested
Boys and men should show they care.
2 The evolution of man
There are some expectations of boys and men that are not confusing. Males are often physically stronger and can be more prone towards aggression. It is the responsibility of boys and men to understand and respect this difference.
2 The evolution of man
There have been changes in our society that have led us to today. It was only in 1928 that men and women had equal rights to vote. Equality of rights and opportunities between men and women has changed the expectations on everyone. The traditional roles of men and women are no longer an expectation. Today, people have the choice.
2 The evolution of man
So, what is happening now that means some boys and men are engaging with and even adopting views from the “manosphere”?
Young people know better than anyone how online content can play into our deepest likes and dislikes, our hopes and our fears.
2 The evolution of man
Two in five men say they feel worried or low on a regular basis. And yet, traditional views of masculinity may prevent men from seeking or receiving support.
It’s not a surprise that online spaces may offer reassuring messages, whether they are true or not.
2 The evolution of man
Historically, men earned more and education was more accessible to them. This had, and has, an impact on the expectations of men and women. Government data shows that today women’s average hourly salary is 6.9% lower than men’s average salary. This is often referred to as the Gender Pay Gap.
However, young women are reversing historical trends. More women now go to university than men. Among 20- to 24-year olds, more women are in work than men. Young women aged 16 to 24 in full-time work are now earning an average of £2,200 more per year than men.
For young people, the pay gap is the opposite compared to the rest of the population. It now favours women instead.
2 The evolution of man
Class discussion (2-3 mins) Is the changing world of work having an impact on the expectations of men?
3 A “mantage” of images
Before that though, can you answer this…?
We have a specific question we are working towards answering today: “Is it difficult to be a man?”
3 A “mantage” of images
Class discussion (2-3 mins)
What is a man to you?
Yes
Now’s your chance to vote on: “Is it difficult to be a man?”
Boys have been told to be strong and to provide for their family. These days, it’s not as simple as that.
There are mixed messages about the feelings men are meant to express. This is hard to navigate.
It really is. And it’s difficult to be a woman. The world is changing, and we are not sure what future we are preparing for.
It’s no more difficult than for anyone else. We should all strive to be good and let others live as they wish to.
Men are already making the transition to be more present in their families' lives. This change takes time.
There is some support for women to choose a family life and/or a working career. Men may need support too.
No
We will be sharing your thoughts on this topic with Andy’s Man Club, Beyond Equality, the National Crime Agency, Global Equality Collective and Educate Against Hate. Log in to your VotesforSchools account to submit your vote and leave a comment.
