Monday – After school – Tennis Mr Molyneux, Rounders Miss Pyne.
Wednesday – After School – Cricket Mr Shirtcliffe.
Thursday – After School – Athletics Mr Shirtcliffe Fitness Mr Searson.
Friday – Lunch – Sports Leaders Mrs Allen, Mr Molyneux.
Students on track to achieve their Bronze level will be entered into a raffle to win prizes.
These will be given out in the week after the Easter holidays.
Are you on
• Do you regularly go to a club? This can include music lessons and lunchtime revision.
• Do you have more rewards than consequences?
• Is you attendance 96% or higher?
• Y9, 10 and 11 – Is your ATL 2.8 or better?
• Are you a school ambassador or have you been involved in an event organised by the ambassadors?
• If you answered YES to all the questions on the previous slide, then you are on track. Well done!
• Your name will be entered into the raffle to win a reward.
• If you answered NO to any of the questions you still have time to change some of the answers. Start attending a club, try and gain more reward points.
• Club Participation – Students must regularly attend at least one extracurricular club (music lessons included). This should be across at least 3 school terms.
• School Leadership – Students must be a school ambassador or participate in at least 3 events organised by the ambassadors.
• Classroom success – Attendance 96% or above in 4 terms. Positive rewards score. ATL 2.8 or better.
The School nurse will run a drop in clinic every Monday at Lunchat
Lumsdale (12:50pm-1:40pm
If you wish to see Judy please head towards the sixth form canteen and follow signs for the careers advisor where they share a room.
Extra curricular activities. What are you getting involved in?
Y7-Y8 Lunch - 1:00-1:30pm Afterschool 3:30-4:30pm
Monday
Sports leaders Gym (JA)
Junior Choir Music room (EM)
Y7 Homework club 1
Mini Musical Parts Mob (EB)
Football 7-11 Girls ASTRO (LPA)
Warhammer C5 (Lumsdale)
Tuesday Basketball club Gym (SBr)
Wednesday
Y7&8 Drama Club Parts Mob (SSC)
Geography homework club Room 2
Y7 Sewing club - 1
Netball Y7-8 Tennis courts (AJW)
Football Y7 Boys Field) (JWL)
Mini Musical Parts Mob (SSC)
Extra curricular activities. What are you getting involved in?
Y7-Y8 Lunch - 1:00-1:30pm Afterschool 3:30-4:30pm
Y7&8 Dance Club Parts Mob (AH & SSC)
LGBT Club Lab 3
Art Skills Room 12
Thursday
Football Y8 Boys ASTRO (JSE)
Rugby Y7/8 Field (CS)
Mini Musical Parts Mob (EB & SSC)
Friday
Y7 Art & Craft - 1
Maths club Room 6
Lower School Band Music room (NS)
Multi Sports Club in the gym
Fitness – Y7/8 Parts Mob (CS)
Y7 board games - 1
Keyboard Clinic Music room (NS)
Y9-Y13 Lunch - 1:00-1:30pm Afterschool 3:30-4:30pm
Dance Club – P1
LGBT Club S6
Netball Y9-11 (AJW) Sportshall
Monday
Football 9-11 Girls ASTRO (CS)
Rugby Y9/10/11 FIELD (MAB & 6th Form)
DofE – Week A: Bronze Week B: Silver & Gold (AJW)
Senior Choir MU1 (EM)
Dungeons and Dragons club C8
Warhammer C5
Tuesday
Musical Theatre Club – P1 (EB)
Badminton Y9-13
Wednesday Drama Club – P1
Sports Leaders Sportshall (JA)
Thursday
Friday
Basketball Y9-13 Sportshall
Upper School Musical Theatre Club P1 (EB)
The Conversation E1 (JG)
Netball Y9 -13 Sportshall (SB/EC)
Y9 Boys Football Astro (JSE)
Upper School Band Mu1 (NS)
The club will be run by the year 12 Sports leaders, the club is running for 6 weeks starting Thursday 9th May Thursdays 1-1:30pm in the gym
3:30 to 4:45
Everyone welcome
3:30 to 4:45
3:30 to 4:45 Everyone welcome
1:00 pm
Coming soon…
• Who? Everyone is welcome, including folks questioning their identity. You are also welcome to bring a friend!
• When? Thursday Lunchtime
• Where? Lab 3 in science
• Why? To be a safe space for LGBT+ students
Make sure you have a pack lunch or grab bag! See you there, Dr Tout
2023/24
YR 7/8 in the gym
Mondays 1-1.30 every week
YR 9-13 in the Sports hall
Wednesdays 1-1.30 every week
Bring a packed lunch or get a grab bag. No entry to the club after 1.10.
MRS ALLEN MR MOLYNEUX MAX
MARSHALL
Today’s VoteTopic:
Should young people have a say on what is taught in Relationships and Sex Education (RSE)?
UNCRC Article 3: Best interests of the child UN SDG 4: Quality education
VfS Key Theme 1: Health & wellbeing
Why are we talking about this?
A general election has been called for 4th July. Politicians are sharing their ideas on new policies to get people’s votes.
There are some new ideas being announced that would affect young people. Some politicians have talked about making changes to Relationships and Sex Education (RSE) that is taught in schools.
There are plans to add some areas of learning, and to remove some others, including some discussions about gender.
Between now and July, a Government consultation is open about possible changes to the RSE curriculum. Some people are worried that children and young people are learning too much in their lessons in RSE or learning about topics at the wrong age.
But what do you think? We want to make sure that your thoughts are heard, so that your RSE reflects your real lives. Today you will be voting on: “Should young people have a say on what is taught in Relationships and Sex Education (RSE)?” Government consultation: A document that is put out by the Government for public comment and feedback.
Generally speaking, learning in Relationships and Sex Education (RSE) falls under seven key headings. These are:
Intimate relationships
Forming & maintaining respectful relationships
Consent
Relationships values
Abuse & discrimination, and social influences
Sexual health, contraception & parenthood
Bullying
You are now going to see some of the topics you currently learn about that fall under those seven headings. In pairs, choose five that you feel you would be able to define and discuss your ideas.
The Equality Act
Diversity in romantic & sexual attraction
Contraception, parenthood & adoption
Divorce
Relationships values
Managing strong emotions
Unwanted messages & attention
Sexual assault
Image sharing
Reliable relationships advice
Online relationships
Abusive behaviours
Intimacy & consent
Faith & cultural practices
Bereavement
The end of relationships
There is currently a Government consultation taking place into possible changes to the RSE curriculum. Some young people have shared some views about their RSE learning.
Individual activity (4-6 mins)
Take a read of some statistics about young people’s views on RSE. Complete the statistic from the options given.
What do the stats say? 30% 50% 70%
What do the stats say? 61% 71% 81%
What do the stats say? 23% 43% 63%
What do the stats say? 39% 49% 59%
56% of responding young people said they feel RSE should continue beyond Year 11.
What do the stats say? 39% 49% 59%
Today you will be voting on: “Should young people have a say on what is taught in Relationships and Sex Education (RSE)?”
As always, your choice is between Yes and No, and you can leave a comment to share your thoughts. Young people are not getting many chances to be included in the debate about changes to RSE, now is your chance.
Take a look at some comments for some Yes and No responses to this week’s VoteTopic question: “Should young people have a say on what is taught in Relationships and Sex Education (RSE)?”
Discuss with your partner if you agree with the comment. Also, decide what comment you would like to write to share what you think the future of RSE should be like.
We have questions about this topic. We should be able to ask questions when they occur to us and get answers.
Should young people have a say on what is taught in Relationships and Sex Education (RSE)?
I don’t know what I don’t know! Experts should be preparing the right learning for us.
Should young people have a say on what is taught in Relationships and Sex Education (RSE)?
I would like to be able to learn more about how to form romantic relationships and what is normal. I’m not sure Love Island is giving me the whole truth!
Should young people have a say on what is taught in Relationships and Sex Education (RSE)?
We might not be old enough to learn about some of these topics. Some topics like sexual violence are upsetting so should be offlimits until Year 9. Should young people have a say on what is taught in Relationships and Sex Education (RSE)?
Now’s your chance to vote on: “Should young people have a say on what is taught in Relationships and Sex Education (RSE)?”
We have questions about this topic. We should be able to ask questions when they occur to us and get answers.
I don’t know how relationships can end in a happy way. I would like to learn more about this.
How dating happens could fit into RSE, and what online dating is about. TV and film don’t really talk about this.
I don’t know what I don’t know! Experts should be preparing the right learning for us.
Some topics like sexual violence are upsetting so should be off-limits until Year 9.
We shouldn’t be making changes to what is taught in RSE just because we are uncomfortable with a topic.
We will be sharing your thoughts on this topic with Department for Education, The Children’s Commissioner for England, Brook, Sex Education Forum & NSPCC.
Log in to your VotesforSchools account to submit your vote and leave a comment.
Highfields School Social, Moral, Spiritual and Cultural Education
Hint: Look at the images, what do you think they represent?
Highfields School Social, Moral, Spiritual and Cultural Education
6. How will you be an admiration in the next year?
1. What is Admiration?
5. Why is admiration important?
2. Can you think of an example?
DRAW this hexagon in your form time exercise book.
4. Can you think of any famous people that are highly admired by others?
3. When have you had admiration for others?
Number it 1-6. Fill this out as we go along!
Highfields School Social, Moral, Spiritual and Cultural
• Think about what the word “Admiration” means to you. Define what it is.
• Now talk about it with your partner. How similar are your definitions?
• Be prepared to feedback your best definition to the form.
charity - Search (bing.com)
Highfields School Social, Moral, Spiritual and Cultural
• KEYWORDS are highlighted!
• Did you manage to identify any key words from the true definitions? Well done if you did!
Highfields School Social, Moral, Spiritual and Cultural Education
2. Give an example of why you might admire someone.
• Hint: to get started you can have 3 of these:
Lets get as many reasons as we can together.
- Kind actions
- Helping others
- Good leadership
Highfields School Social, Moral, Spiritual and Cultural
3. When have you admired others?
Why do you admire other people?
4. Can you think of any famous people that are highly admired?
• With the person you’re sat next to, discuss any famous people that you might have admiration for. Choose ONE and be prepared to share.
• We will collate responses as a class on the board following the discussion… WHY could admiring others help us be better individuals?
Highfields School Social, Moral, Spiritual and Cultural
Be prepared to feedback! What is the message in this video?
Watch this video. Reflect on the reasons WHY we should admire others and who they might be.
Highfields School Social, Moral, Spiritual and Cultural
6. How will you be an admiration for others in school in this next week, month, year?
Highfields School Social, Moral, Spiritual and Cultural Education
Hint: Look at the images, what do you think they represent?
Highfields School Social, Moral, Spiritual and Cultural Education
6. How will you be an admiration in the next year?
1. What is Admiration?
5. Why is admiration important?
2. Can you think of an example?
DRAW this hexagon in your form time exercise book.
4. Can you think of any famous people that are highly admired by others?
3. When have you had admiration for others?
Number it 1-6. Fill this out as we go along!
Highfields School Social, Moral, Spiritual and Cultural
• Think about what the word “Admiration” means to you. Define what it is.
• Now talk about it with your partner. How similar are your definitions?
• Be prepared to feedback your best definition to the form.
charity - Search (bing.com)
Highfields School Social, Moral, Spiritual and Cultural
• KEYWORDS are highlighted!
• Did you manage to identify any key words from the true definitions? Well done if you did!
Highfields School Social, Moral, Spiritual and Cultural Education
2. Give an example of why you might admire someone.
• Hint: to get started you can have 3 of these:
Lets get as many reasons as we can together.
- Kind actions
- Helping others
- Good leadership
Highfields School Social, Moral, Spiritual and Cultural
3. When have you admired others?
Why do you admire other people?
4. Can you think of any famous people that are highly admired?
• With the person you’re sat next to, discuss any famous people that you might have admiration for. Choose ONE and be prepared to share.
• We will collate responses as a class on the board following the discussion… WHY could admiring others help us be better individuals?
Highfields School Social, Moral, Spiritual and Cultural
Be prepared to feedback! What is the message in this video?
Watch this video. Reflect on the reasons WHY we should admire others and who they might be.
Highfields School Social, Moral, Spiritual and Cultural
6. How will you be an admiration for others in school in this next week, month, year?
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!
TPS: What do you think this word means?
Closely connected or appropriate to what is being done or considered.
TPS: What type of word is it? Noun/verb/adjective/adverbetc.
An adjective.
TPS 1: Synonyms and antonyms (what are these?):
Synonyms – words with a similar meaning
Antonyms – words with the opposite meaning
TPS 2: What synonyms can you think of?
Applicable, suitable, related, compatible
TPS 3: What antonyms can you think of?
Irrelevant, inappropriate, unrelated, incompatible
In your form time exercise book, write two sentences with the word relevant in them:
Examples: What small companies is relevant advice. It’s all relevant detail to the situation at hand. The need to stay relevant to the situation.
Look at the list of skills below, how do you think they are relevant to:
A. You as a student?
B. Your future career?
Active Listening Communication
Computer Skills
Customer Service
Interpersonal Skills
Leadership Management Skills
Problem-Solving
Time Management
Resilience
Once you have decided how relevant the skills are, rank them in order of importance.
TPS 1: Why is increasing our vocabulary important?
Speaking frame: Increasing our vocabulary is important because…
TPS 2: Where might we see the word relevant in life?
Speaking frame: We might see the word relevant…
This is all about how you are approaching your studies at Highfields:
• Are you taking responsibility for your learning?
• Are you demonstrating resilience in the face of setbacks?
• Are you reflective about your approach to your studies?
1 – Outstanding – you are highly likely to achieve your potential
2 – Good – you are likely to make progress and achieve your potential
3 – Requires Improvement – your approach to learning is not there yet, therefore you are at risk of underachieving
4 – Inadequate – you are likely to underachieve
an
Takes full responsibility for the quality of their books, work, learning, behaviour and the wellbeing of others.
Thrives on challenges, doesn’t give up easily and is determined to improve
Gets actively and enthusiastically involved in all learning
Seeks feedback and uses next steps to make big improvements to their work
…and as a result is HIGHLY likely to make great progress and achieve their potential
May require prompts from others to get on with work, stay on task and meet expectations
Books suggest that often they could take more pride in their classwork and/ or their homework
May choose not to volunteer answers or contribute to activities and instead let others do the thinking
Can avoid challenging themselves and may settle for ‘good enough’
…and as a result is putting themselves at risk of underachieving
Your Approach to Learning (ATL) grade is yourresponsibility.
After you have received it, it is over to you to have a learning discussion with your teacher as to how to improve.
“The more you take responsibility for your past and
present, the more you are able to create the future you seek.”
You will get an A4 copy of your profile and an A5 review sheet:
• On your profile, colour in your ATL grade:
• 1 & 2 in green
• 3 in yellow/orange
• 4 in red
Stick this profile in your form time exercise book!
If you have been given an ATL grade of a 3 or 4 you then need to have a learning conversation with your teachers. Remember this is your responsibility.
You are now going to monitor your progress towards achieving the Highfields Community Award.
There is a reminder of the criteria on the next slide.
• Club Participation – Students must regularly attend at least one extracurricular club (music lessons included). This should be across at least 3 school terms.
• School Leadership – Students must be a school ambassador or participate in at least 3 events organised by the ambassadors.
• Classroom success – Attendance 96% or above in 4 terms. Positive rewards score. ATL 2.8 or better. 3 litter picks a year.
You are now going to fill in your review sheet
Stick this review in your form time exercise books!
Task Two
Fill in your;
- attendance - total reward points - total consequence points
This information is all at the bottom of your profile.
Task Three
You can now work out your Rewards – consequences total.
This must be 0 or above to pass the Bronze level and above 50 to achieve Silver.
E.g. Achievement points = 84
Consequence points = 0
84 – 0 = 84
Task Four Copy your average ATL grade from your profile onto your review sheet. This needs to be between 1 and 2.8 to pass the Bronze level (and between 1 and 2.4 for Silver)
Task Five
Fill in the wider curriculum clubs you attend. You need to regularly attend a club for a least 3 terms to achieve Bronze (and 4 for Silver).
Task Six
Fill in the Student leadership section.
Are you a school ambassador? Events will start to be organised for you to get involved in.
Set yourself a target. These needs to be a SMART target e.g. Attend a wider curriculum club, complete 2 litter picks next half term, improve AtL in Maths.
Avoid vague targets such as ‘do better’ and ‘try harder’.
Are you on track to achieve your Bronze level? If not, why not? What do YOU need to change?