STUDENT LED NEWSPAPER
NUNNERY NEWS February 2021
TEAM NUNNERY DOES IT AGAIN! P4
The third national lockdown may have changed our way of working again, however, the Nunnery community spirit has shone through. The term has been as successful as always and has brought out the very best in our Nunnery family. Students and staff have are now expert in using Teams to deliver lessons and the work that students have submitted has been excellent. The Systems Team very quickly ensured everyone was able to access this and is always on hand for help. Creativity has certainly continued, with beautiful artwork being completed as well as music, dance and drama pieces. Students have still found the time to think of others and take part in charity events in addition to taking part in weekly opportunities that have been available such as Workout Wednesday and Crafty Thursday. All of this has continued alongside provision for students who have continued to attend school and the implementation of the Covid testing facility in school. Events that usually take place in school shifted online, with Parents Evening and the Year 9
options process being extremely well attended and seamless. Students have still had some of their usual opportunities to participate in events such as Children’s Mental Health week and Holocaust Memorial Day, and to attend online conferences and competitions as they usually do in school, with some virtual trips even taking place. The pastoral team has worked tirelessly to check in on students and make sure that everyone is safe, well and able to access their learning. Everyone at Nunnery Wood, whatever their role, has pulled together and supported each other through this difficult time. So, whilst we would all prefer to be together in school, for now we are still Team Nunnery and will be all the more appreciative of a return to normal school life as soon as that is possible.
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Determination With a bit of luck, the next Nunnery News will be about what students have been up to in school. In the meantime, let’s not forget the positives of this grim period. The response of the vast majority of students to this most recent period of closure has been fantastic. They have battled through frustration and boredom and shown a determination to keep on top of their work. Remote teaching can never match what the classroom offers – a living, breathing experience – but the creativity shown by staff and students has been impressive. Having learned from the first period of lockdown – and in the knowledge that over 400 laptops are now in homes where devices weren’t sufficient - we’ve
been able to increase the ratio of live lessons. Thank-you to the many parents who have contacted us with positive messages about the current offer. In turn, thank you for your incredibly hard work in keeping your child focused and positive about school-work when I’m sure you yourselves have found things tough.
Alex Martin & Jemima Thorp HEAD BOY & HEAD GIRL
work pile up to a point where it feels unmanageable. Taking a break from a screen is also good as concentrating on devices constantly can cause headaches and fatigue.
An overwhelming number of contributions to the Nunnery Foodbank is another indicator of how a community spirit is alive. Testing Our testing facilities were inspected by Health Officials this week and described as “outstanding”. Sadly, it’s not on Ofsted’s list. More
importantly, with a combination of training, organisation and encouragement, we will ensure the testing process is as stress-free as we can make it for your child when they return to school. Videos and guides are available on the school website and you can give consent there, if you haven’t done so already. N.B. Without consent, students will not take the test.
Head Boy & Head Girl HAPPY New Year! Although not quite the start expected when we left for Christmas, we hope that you’ve got found a new routine during the 5 weeks we’ve now been off. We have loved seeing that everyone is getting fully involved with live lessons and compliant with handing in work. Keep this up! We know it has been hard keeping the motivation up as we’ve all experienced this first-hand. We would just like to say how proud we are to lead such an inspiring and hardworking student body, especially through such a strange time. It isn’t looking like we will be seeing you as soon as we hoped so we’ve come up with some ways that can, hopefully, help support your wellbeing through this tough period: Create a structure or routine - a day that is consistent and predictable allows you to respond to adversities in a more resilient way. Exercise - this releases stress and feel-good endorphins which can make you feel happier going about your day. This could just be taking a walk through the park or going on a bike ride. Take breaks - just like you would in a normal school day, take breaks from work and don’t let
Don’t overwatch the news - although it is good to get updates and be aware of current affairs, constantly watching can begin to feel a bit daunting as currently not much positivity is being spread through the media. Find and reflect on the purpose for your day set yourself goals to achieve in the day. This can make a world of difference when every day feels so repetitive. Keep in contact with friends and family - even if it is just a quick text exchange that could make someone’s day to know they haven’t been forgotten or they might be struggling, and the reach out to them could help them out of a mentally taxing place. So, for now, we must continue to follow the guidelines so that hopefully in the near future we can all be back in school and enjoying life as it was before. Keep going, we are all in the same boat and there is a finishing line in sight. Alex and Jemima :)
A Message from Miss Speechley... Despite the year not beginning how we had all hoped, the news team has done an incredible job to keep on working. They have still managed to submit their articles and stories and we
have not been short of things to report on. We have used Teams to meet up and share ideas, despite it being much quieter online than in the bustling and lively news room! This edition will
be online only for now, but we hope to bring it to print soon. You can also keep up to date on a daily basis with our social media, we have had sun seeing what everyone has been up to during
these difficult week. Thanks to the whole team for keeping going and creating another packed issue of the Nunnery News.
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Options Process YEAR 9 students have begun the exciting process of choosing their KS4 options, which is a very important time for students in their journey through school. It is the first opportunity that students have to decide some of the subjects they would like to study. This is an exciting time to be choosing option subjects because never before have students at Nunnery Wood High School had so much specialist advice and guidance available to help them decide which subjects they can study. This academic year we were unable to run our usual KS4 options evening. The event was replaced in a virtual way. A new section of the school website has been created and now contains a series of KS4 options information videos. The videos feature subject leaders explaining what the courses entail and how they can lead to further study and careers. The website also contains an electronic version of the ‘Future Focus’ booklet which not only outlines specific information about the courses on offer but also provides self-reflection activities designed to support them in the choices that have to be made. Each student in Year 9 is receiving an interview via Microsoft Teams to help guide them throughout the options process.
Screenshot of the webpage
If you need any further information or have any questions, please do not hesitate to contact Mr Williams (Deputy Head) at the school directly.
Frequently Asked Questions Where can I access copies of subject information videos or the options assembly so that I can re-watch them again in my own time? Copies of all subject videos are available on the options section on the school website, this can be accessed via the link on the main school page, you will also find digital copies of ‘Future Focus’ and other key documents. The Options Assembly will be recorded in the Year 9 Student Team in MS Teams.
Can I change the options route that I am on? Generally no, however, share any concerns that you have during your options meeting. Your allocated member of senior staff will record these on their copy of your options form. These will be passed to Mr Williams and he will consider additional requests.
How will I know who my options meeting is with and when it will take place? The member of senior staff allocated to lead your options meeting will make contact and will schedule the time when you will meet and discuss your options selection. A calendar appointment may be set up in MS Teams or you may receive an email scheduling a time for the meeting. Some colleagues may make contact via telephone. Can I choose who my KS4 options meeting is with and when it will take place? The students that each senior staff member will meet with has been scheduled by Mr Williams. The allocation will not change. The allocated
member of staff will schedule your meeting around their own calendar and commitments. You can miss a scheduled live lesson to attend the options meeting if there is a clash; attending the options meeting is your priority. Ensure you have your options form ready for the start of your meeting. Do I need to hand in my options form to someone at school? Can I hand it in early once I have made my selection? During your options meeting you will share your subject selections with your allocated senior member of staff. They will transcribe all of the information to another copy of your options form that they have, they will then pass this to Mr Williams. You do not need to hand your form into anyone, however, you must use it to scaffold your choices prior to your meeting. There is no advantage in handing in your options form early or having your options meeting first, all of the subject allocations will take place at the same time once all forms have been collated. Can the options block that a subject appears in change?
I may want to study a combination of subjects that is different to the layout on the options form. Generally no, all of the subjects appear in a fixed place in the whole school timetable, it is very unlikely that they will change. You will need to make your selection and complete your selection based upon the layout shown on your options form. If you have any specific requests or points to make they can be recorded during the meeting and passed to Mr Williams for consideration. Can I select a subject that is mentioned in ‘Future Focus’ but not shown on my options form? You can make a request and it will be considered, not guaranteed. You must complete your options form in line with its subject blocks. Mention in your meeting that you would like to study a different subject, your allocated member of staff will make a note on your form and will pass on the request. If you have any other questions or queries ask them in your options meeting, if your allocated member of senior staff cannot answer them then it will be passed on.
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Students Brave the Shave for Charity YEAR 8 student, Asher Mackenzie-Wilson and her Mum took the brave decision to shave their heads in order to raise money for St Richard’s Hospice. They wanted to raise money for the Hospice in memory of two family members, Grandma Marie and Ernie who were looked after there. They originally set a target of £100 and have so far raised over £1,300! With generous donations from friends and family. The occasion was streamed on Facebook and it all went really well., they are getting used to their new look and the cold! Asher and her family would like to say thank you to everyone who has supported them and for their generous donations.
Food Bank Donations
he Nunnery Wood food bank has been set up and is providing vital help to families. In order to help support this, Mrs Westhead has been using her creative talents to raise funds to support this. As we entered into the January lockdown she wanted to support the Nunnery Wood High School Foodbank charity. She said, “Over the next 4 weeks, I am aiming to raise £150. This will go towards Nunnery Wood High School’s food bank that has been set up to provide food for our students in need. Too often, children’s only hot, full meal is provided the Free School Meals they get when attending school. I hate to think of any child being hungry over this half term.” In order to help raise the money, Mrs Westhead has been making felt and clay characters. The clay characters can be bought as a key ring or just as a figurine. In the first lockdown Mrs Westhead also took to supporting others. She started by baking cakes with her sons and also making protective face masks, selling them locally to neighbours, friends and colleagues which helped to raise £500. Year 8 student, Molly braved the shave for Macmillan in order to raise money for Macmillan cancer support. She participated in Brave the Shave on Monday 11th January. Molly told her parents how passionate she was about raising money for charity and that she had considered braving the shave. She was very determined and her parents agreed that this was something they were happy to support Molly with. The family were aware that it isn’t an easy time for people to donate, so they initially set up a target to raise £100. They shared their plans along with a link to their charity page and have been overwhelmed by the support they have received. So far, the total is at a staggering £1,490! Molly’s family would like to thank everyone who has donated including friends and family and to extend their thanks to staff at Nunnery Wood High School for their generous support for this wonderful cause. Molly said, “I participated in Brave the Shave on 11th Jan 2021. I took part because I feel passionate about supporting the charity as I have had some close relatives die from cancer and Macmillan were amazing. I want to try to contribute to finding solutions and cures.” Molly’s Dad also took the decision to Brave the shave and has been sponsored by his Employer to double amount raised which is fantastic news! If you would like to make a donation, please follow the link below. https://bravetheshave.macmillan.org.uk/shavers/ molly-tyrrell1
Cameron Donates Money to Charity YEAR 7 student, Cameron Barnfield has generously donated his Christmas advent Calendar money to two local charities. Cameron doesn’t eat chocolate, so his Mum made his Christmas advent calendar into 24 little bags with a small amount of money in each for him to open each day. The amount totalled £30.00. When asked what he was going to buy with the £30 pounds, he thought for a while and said,
“Nothing, I want to give it to charity. I want to give half to the homeless and half to Acorns Children’s Hospice.” So Cameron kindly gave £15 to Worcester Street Kitchen and £15 to Acorns. Cameron said, “I wanted to give the money to charity to help people who don't have as much as I do. People shouldn't have to be alone and homeless at Christmas. I also wanted to help poorly children and their families.” Well done Cameron!
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Former Nunnery Wood High Student Now Elite Submarine-Hunting Helicopter Pilot warm room and showers and you just lift off out into the inky blackness with nothing else around you. That’s when it comes home that this is what the training is all about. “You realise this is why you need to take it seriously, because you’re flying along at 120 knots, down at 200 feet, in complete blackness. There’s no moonlight and every now and again, you just see a little speck – a flicker of white from below - and that’s the tops of the waves. “It really does come home then that all of those things you’ve been taught through training, you need to apply every single one of them to keep the aircraft safe and bring the other people on board back safely.” Now that his training has completed, Lieutenant Ford said he was looking forward to getting stuck into the real job. Most of 820 Naval Air Squadron will join HMS Queen Elizabeth for her round-the-world maiden deployment in 2021. A ROYAL Navy officer, who is a former Nunnery Wood student, has completed five years of training to become an elite submarine-hunting helicopter pilot. Lieutenant Matthew Ford was handed his ‘wings’, the badge that shows he is now qualified to fly on frontline squadrons, at a special ceremony at Royal Naval Air Station Culdrose in Cornwall. Matthew will now join 820 Naval Air Squadron, the unit dedicated to protecting the UK’s aircraft carriers HMS Queen Elizabeth and HMS Prince of Wales. He said: “I joined the navy when I was 17 as a Royal Marine so it was a natural progression when I wanted to become a pilot to stay in the navy. I spent eight years in the marines. A friend of mine was learning to fly Wildcats [helicopters] and as soon as I found out he’d done it, I thought I’d give it a go as well - and here I am.” For the last year, Lieutenant Ford has been based at RNAS Culdrose’s 824 Naval Air Squadron learning how to fly and fight as a team of four aircrew in the navy’s Merlin Mk2 helicopters. “The first time you step into a Merlin, you’re mesmerised by the number of switches and circuit breakers,” he added. “The Merlin is just
crawling with technology and gizmos - you name it, it’s got it. I’ve always been into technology so I am in heaven. “Once you get into the air, up into a hover and then start maneuvering it around the sky, you really have to remind yourself just how much aircraft there is behind you, because it handles so smoothly. “You forget that only a few months ago in training, you were flying around in an aircraft like the Squirrel with a single engine. The Merlin is such a big machine. Its loaded-mass is 14.6 tons, but it doesn’t feel like that when you’re flying. We throw it around quite a lot too.”
Commander James Taylor, the commanding officer of 824 Naval Air Squadron, said: “I’d like to congratulate all of our students on successfully completing their training and receiving their wings. This is the biggest milestone in their careers; the day that you are awarded your wings is a day that every naval aviator will always remember. “For our graduates this is the culmination of three to five years in training. That’s an impressive period of sustained effort for them but it also required a lot of support from friends and families along the way so I’d like to take the opportunity to thank them. “Our graduates now join the Royal Navy’s finest frontline naval air squadrons at a really exciting time. I know they are all desperate to get embarked and do their jobs at sea. They will absolutely love it and wish them every success.”
He was one of eight Merlin aircrew who completed their training. A small, socially-distanced parade was held in one of the aircraft hangars at RNAS Culdrose.
Former Head Boy Advising Government! FORMER Head Boy Darian Murray-Griffiths has been to Downing Street to voice opinions on race relations. Darian was invited to Downing Street to share his views on race relations. This followed his hugely successful speech at the Worcester Black Lives Matters protest in the summer of 2020. As a result of the coverage of Darian’s speech, he was invited to meet the Prime Minister’s faith and community outreach advisers to dicuss his opinions on race relations, among other things. Darian was asked to produce a report on how to reconcile racial divisions within communities. The report will be submitted as final evidence to the Race Relations Commission. After leaving Nunnery Wood, Darian completed his A Levels at Worcester Sixth Form College and is now reading history and politics at Christ Church College, Oxford.
Armed with dipping sonar, sonobuoys, powerful radar and torpedoes, the Merlin Mk2 makes a formidable fighting unit, designed for locating and destroying hostile submarines. Part of Lieutenant Ford’s training was a flying antisubmarine warfare exercises from the carrier HMS Queen Elizabeth. He said: “Daytime flying to and from places, to go and do exercises like load-lifting or doing some hovering over the sea during the day, that’s routine sort of stuff. But when we went on HMS Queen Elizabeth, you suddenly find yourself in a very different world. “You’re in the middle of the North Sea and it’s night-time. You take off from a perfectly capable ship, that has scran (food), duvets, a
Steps to Success Abdel Mostafa YEAR 9
stop a something hard and give up they passed an obstacle after and obstacle after an obstacle. That is why they became successful.
1. Don’t make it too hard!
4. Plan for success If you have a list of things to do but don’t know what to do first? Well then you could have an agenda, write the things that you are supposed to do for the next day and arrange from the most important, most urgent to the less urgent. This will prioritise your work and do it as efficiently as possible.
2. Identify two or three things you want to focus on. These things should all have something to do with a goal you are trying to achieve. Establish a time each day to focus on this. Give yourself a certain amount of flexibility. You may not always feel like doing everything you need to but this can change. 3. Have a mentor. When you have someone to look up to and you find something is difficult you won’t anymore say “Oh how am I going to do this?” “This is impossible” because if you see these people, you will see that they suffered and suffered and suffered but they didn’t give up, they didn’t
5. Follow the science! Parkinson’s law is was a study that found work expands to fill the time available for its completion. Don’t spend a lot of time in something that needs less time to do. For every task you do give it 30 minutes to do it efficiently and concentrate strongly on it. Then take 5 minutes rest to get your concentration back to your
head. And then begin another 30 minutes then 5 minutes and so on. At the end of the day, after you have finished all your tasks, you could do something that you really enjoy, so you do your work hard to get the gift at the end of the day and have fun. 6. System your objectives If you don’t prioritise your objectives of what you are going to do to reach your ultimate goal, it is harder to get there! Set up your goal, walk in the road and work hard all along. You will be better off and will stay focused on your goal and know what to do next. Finally, the binding thread of these steps to success is focus. Determine simple objectives that will bring you closer to what seems like a fantastic dream. As you work on each objective, practice complete focus. Repetition is the key to focus. Each small step will eventually add up to
something huge. Good luck and dream big.
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Eco News from your Eco Team
Garden Birdwatch 2021 STUDENTS and staff grabbed their binoculars to participate in the 42nd Big Garden Birdwatch by recording their garden birds over a weekend. The annual Big Garden Birdwatch returned on 29th-31st January 2021 for the UK’s largest garden-based citizen science project.
The event takes place annually to research the birds that are thriving and those that may need protecting. According to the conservation charity, across the UK nearly 9 million hours have been spent watching garden birds since the Birdwatch began in 1979 with more than 137 million birds counted! Everyone was encouraged to spend one hour tracking the birds they saw in their gardens. Those without a garden could take part whilst out on a walk. They recorded their findings and uploaded to the RSPB website. The data from across thr country can be collated and will give an accurate picture of what is happening to birds across the UK. Rebecca Munro, from the RSPB, said: “With nearly half a million people now regularly taking part, coupled with 40 years’ worth of data, Big Garden Birdwatch allows us to monitor trends and helps us understand how birds are doing. With results from so many gardens, we are able to create a ‘snapshot’ of bird numbers across the UK. “The popularity of Big Garden Birdwatch shows just how passionate people across the UK are about their wildlife. Everyone has a role to play in saving nature and protecting our wildlife. This event is an enjoyable, easy, inclusive activity that anyone can do and a great opportunity to connect with nature.” As well as counting birds, participants were also asked to log some of the other wildlife they have seen throughout the year. Some of the other wildlife participants may have seen over
the last year include foxes, hedgehogs, or red squirrels. Across the UK just 6% of those taking part had seen a red squirrel in their garden in the past year, while in Scotland 37% reported they had. Last year the top 10 birds seen were: House sparrow – 4.7 (64) Starling – 3.0 (38) Blue tit – 2.9 (80) Woodpigeon – 2.3 (76) Blackbird – 2.1 (85) Goldfinch – 1.7 (32) Great tit – 1.5 (58) Robin – 1.4 (83) Long-tailed tit – 1.3 (30) Magpie – 1.2 (55) We will let you know what this years’ results showed.
Transform Our World Mission! The Eco Club is joining a national campaign to tackle climate emergency. Young people in their millions are calling for immediate action to tackle climate breakdown and biodiversity loss. Young people can see that an emergency of this scale needs actions that address fundamental causes not just the symptoms. Aiming to make positive changes throughout this lockdown, our #EcoLockdown Challenge will run throughout February, with a themed challenge every week throughout the month. Challenge themes throughout February are: Week 1: Food, farming and forests (1-7th Feb) Week 2: Fashion and Consumption (8th - 14th Feb) Week 3: Nature, oceans and outdoor learning (half-term, outdoor focus) (15th-21st) Week 4: Travel, pollution and waste (22nd 28th Feb)
Week 1: Food, Farming & Forests
This week our #Ecolockdown challenge is: Go meat free for one day Reducing the amount of meat we eat is good for the planet. Ask your class to choose one day this week to eat vegetarian or, If they are already a vegetarian, they could try eating vegan for a day. Week 2: Fashion & Consumption 8th- 14th February This week our #Ecolockdown challenge is: Find out where your favourite piece of clothing comes from and if it's ethically made. Fast fashion is harmful to the planet. Learning about how our clothes are made and where they come from can help us to make better choices. This week, ask your class to pick their favourite piece of clothing and find out the journey it travelled to get to them. Ask them to think about: How easy or hard it was to find where the piece of clothing was from How they feel about how the clothing was made: has it changed their opinion on that item or brand? Ideas for making more sustainable clothing choices: Could they shop second-hand or setup a clothing swap? We want to hear from everyone participating in the EcoLockdown challenge! Share the fashion discoveries your students make with us on social media using #EcoLockdown.
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Expressing Ourselves for Mental Health Week Eleanor Drew YEAR 10
FROM the 1st to 7th of February was Children’s Mental Health Week, and this is a very important subject on its own however in lockdown it is important to look after ourselves. One in five children suffer with some sort of metal health or learning disorder which can affect their day to day lifestyle. There are ways to bump your mood up but sbeing in lockdown can be hard. The BBC even wrote an article about
how younger children will be affected most of this because they are not able to be sociable. The theme of Children’s Mental Health Week this year is ‘express yourself’ this could mean dressing up for you, doing something that makes you happy and/or doing something that makes you, you. The article from them also included sharing feelings, thoughts, and ideas through some way creative. Why not paint, take photographs draw or do whatever you want! However, it is important to remember that you don’t have to be the best to express yourself it is all for you.
5 Steps to Wellbeing Eleanor Drew YEAR 10
Pictures of staff / students expressing themselves for Childrens Mental Health Week
1. Connect! Speak to each other, whether it is on the phone, a text or Facetime or even an old fashioned letter. 2. Be active- your physical wellbeing is important but it also helps your mental well being too! 3. Keep learning- being in lockdown you may want to stay on your phone or watching endless TV, but keeping learning is essential to well being. 4. Help others- it could be helping your parents with the dishes, your siblings with their homework, It all helps. Maybe a neighbour needs help so long as you stick to lockdown rules. 5. Take notice- make sure your friends are okay, your parents and you! Ask for help if you need it.
Staying Positive in Lockdown Julia Derdzinka YEAR 7
HI, everyone! I know that everyone has had a tricky time, especially in Lockdown No.1, when we had to be half a year at home. However, I will tell you what I was doing at home to try to make the most of it. Around a year ago, I started my adventure with poetry. It was my dad’s birthday, and I wanted to give him something special. Then, I had an idea to write a poem, however, it was my first time, and I didn’t know how to start. But then, I just gave it a go and
I had written my first poem. My parents were proud of me. So, I started to write my second and third poem, and then I discovered my talent of rhyming and describing the world around me, from my point of view. Poetry took me to a new world, full of emotions and sounds, and I then discovered that rhymes, come to me automatically. It’s poetry that made me brave enough, to show my world, and my point of view in a new way. Poetry is my dream of career, my way to create my world, later on in life, not depending on opinion or stereotypes. No matter what, do what you love, and you will see that your hobby takes you to a new world.
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IT has been a tricky time for many practical subjects but like every other department, Drama has sought some creativity to make the work engaging and fun for students. Year 7 have been working on Mime, and it has been a joy to see some hilarious miming over Teams. Year 8 have been looking at different genres and styles of theatre, creating slapstick characters, learning about Theatre in Education, enjoying musicals, and even trying their hand at creating some horror! Year 9 have been honing their skills in evaluating and reviewing Theatre, using National Theatre’s ‘Macbeth’ as their performance piece, this is going to help them with either GCSE Drama or English (or both!). Year 10 are also working on reviewing theatre and are reviewing a contemporary performance that navigates the world of social media. Year 11 have started their next practical component where they are performing a monologue or a duologue from a published play.
STUDENTS have experienced a wide and varied curriculum throughout this lockdown. Whilst learning at home via Teams can be a challenge, everyone has given it their best and carried on working hard. Here is a selection of what students have been learning this term.
IN Dance year 7 have are studying the musical Matilda, with a focus on communicating the narrative of the dance number 'Revolting children' through their performances. Year 8 have been using the theme of Stomp to learn and create their own rhythmic dance phrases, using body percussion and house hold items to aid them. Year 9 have been learning how to safely and creatively use a chair as a prop in Dance. All key stage 3 groups have also completed a health and safety assignment prior to beginning their practical work at home. Year 10 have been the learning the final of their two set phrases 'Breathe' and have started to learn about the professional Brazilian inspired Dance A Linha Curva. Year 11 are currently working on their choreographies, which is a challenge, but one they are taking on board with positivity and determination. They are also continuing the study of the theoretically elements of the course.
IN science, Year 7 have been learning about matter, understanding solids, liquids and gases as well as working on separation techniques such as chromatography. They have also been learning about the principles of electricity and how circuits can be created. Kaiden Godding built this fantastic homemade working homopolar motor and produced a report on how it works.
crops. They have also examined respiration processes in animals and microbes, and looked at how external factors can affect the metabolism of an organism.
In Year 8 students have been learning about chemical reactions. Jack Yeomans conducted an experiment at home to demonstrate an exothermic reaction when looking at combustion in this candle experiment.
been preparing for a practical experiment we will complete on their return to school. They will put their theory into practise and further develop the skills necessary to make a range of chemical salts and predict the type of salt they will make. In this unit they have also looked at metals that need to be extracted from their ores (rocks). They have gone through what electrolysis is and how it works to separate a compound using electricity as well as smelting less reactive metals.
As well as this, Year 8 have been looking at how magnets work, how a magnetic field can be mapped out and uses of electromagnets. Both year 7 and 8 have also been carrying out a challenge this half term to complete some practical work for the KS3 “virtual lab” to try to incorporate some experiments into their remote learning. This has been an opportunity for them to work on an element of science that really interests them, and conduct some scientific research from home.
Year 9 students have been continuing with their first GCSE topic, Cell Biology. They have delved further into the microscopic world of cells by exploring how cells divide, and evaluating the use of stem cells in therapy. In year 10, students have learnt more about Bioenergetics by studying how plants photosynthesise to survive, and how humans can manipulate this process for efficiently growing
Health & Social Care
Chemistry Year 10 Chemistry have been studying reactions during chemical changes. During this topic student’s have been looking at how metals will have different reactions with different chemicals. They have looked at what acids, alkalis and bases are and how when they react they produce different chemical salts. They have
DURING this period of remote learning, students in both years have been working hard on their examination coursework, which is challenging under normal conditions. The vast majority have fully engaged with remote learning and have also stayed in touch with me directly, to chat about the work and any issues they have experienced, whilst working from home. Year 10 students have had to take on the role of being experts in the field of Communication; producing resources and materials to use in a ‘real’ training session, with healthcare trainees. Their actual presentations will take place as soon as classroom life returns – socially distanced, of course. Year 11 students have also become experts, but in the field of diet-related, chronic health conditions, such as Diabetes, Coeliac disease and Crohns disease, amongst others. They have been tasked with researching the symptoms, effects on lifestyle and overall impact of living with health conditions, such as these. Students demonstrate their knowledge and understanding by creating a diet plan for a specific individual, assessing the how the client’s diet can positively effect improvement in their symptoms, over time. Health and Social care students in both years have worked very hard to act upon personal feedback given, in order to improve their work and aim for the best grade. I congratulate them and commend their work ethic….they have done themselves proud.
Key Stage 3 Computing COMPUTING has been very different this term, within the department we are glad to see how students are using computers every day, for all their subjects and this will have a huge benefit when pupils return to their computing classrooms. However with pupils not having access to the many software packages that are available in school we have been working on some theoretical aspects of Computing and iMedia. All Key Stage 3 pupils have been working on a project looking at the use of Drones and Drone Technology. Firstly pupils under took some research and investigated the many types of
drones that are now beginning to fill our skies, from Amazon delivery drones to Medical and military drones. Moving forward pupils used some iMedia skills to create a complex mind map including the use of Nodes and Sub Nodes to organise their ideas for drones of the future. One of these ideas was then designed and illustrated again using skills from the iMedia GCSE course, to create some outstanding Visualisation Diagrams. Pupils now needed to look at aspects of Computer Science and see how they could code their drone. Pupils first practiced some computational thinking and coding skills
IN history this term, Year 7 students have continued their study of Medieval Life with a focus on the challenges faced by the monarchs and how ordinary people lived. They have compared and contrasted life in towns and villages and how different groups of people lived. They have learned how religion was a big part of life and this often presented challenged to the monarch. Year 8 are enjoying learning about British society from 1951 – 1980, looking at music, fashion, culture and politics. This was a time in history of huge social change. Year 9 students are learning how peace collapsed in Europe in 1939 and World War Two began. They have examined a variety of events such as Operation Dynamo and big battles such as the Battle of Britain and the Battle of the Atlantic. They are beginning to learn how war affected all of society and how life had to adapt.
the country and abroad. Year 11 are continuing to learn about Crime and Punishment over time. They have been looking at Whitechapel in London in the 1800s and examining how the living conditions of the time allowed crimes to be committed, forcing big changes in crime prevention, detection and punishments. This unit of work requires students to use their historical skills and complete enquiries.
THIS term all year groups in English have been working extremely hard. It’s been great to see the students adapt and maintain their hard-working attitudes to all work. Since the beginning of term, Year 7 and Year 8 have both finished off Readathon before starting new units. Year 7 moved on to their unit of work based around Power and the art of rhetoric, looking at how people use language to create positive and negative ethos before applying it to their own writing. Year 8 have moved on to studying Dystopian literature and have had the opportunity to study a wide range of texts, such as The Hunger Games, 1984 and Animal Farm to name a few. Year 9 students have started studying their poetry unit from the cluster of poems ‘Power and Conflict’ or ‘Love and Relationships’ ready for their exams next year and are doing a fantastic job with it. Year 10 are
on a simulator, before producing their own Algorithms for their drones using Flow Charts where possible. The project was finished with a final investigation into the Legal, Ethical and Environmental issues, pupils could encounter if their drones ideas were made reality.
Child Development YEAR 11 child development students have been working hard on their assignments during lockdown. Despite lockdown, they also sat their BTEC examination in January.
Students are currently investigating and present-
Year 10 GCSE students are examining Tudor England and the threats and challenges to Elizabeth, beginning with the problems she faced when she became queen, how she overcame religious differences and united the country whilst seeing off opposition from both within
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continuing to work hard in preparation for their English Literature GCSE and revising their 19th century texts which they studied last year. They have been rereading key parts, practising essays and some more creative tasks as well. Finally, Year 11 have been continuing their study of the English Language GCSE for paper 2, working on their writing skills and the art of persuasion. Well done to all year groups and keep up the hard work!
IN geography this term, Year 7 students have begun a study of settlement, looking at cross curricular links with history and how settlements have changed over time. Year 8 are enjoying learning about tropical rainforests with a focus on the causes and impacts of deforestation and comparing their lives with those of indigenous tribes people. Year 9 students are
ing work about play and inclusivity in childcare settings and the impact of good and poor practice within this area. Working from home in this subject has been challenging for us all, but we are finding ways to achieve our goals.z
learning how globally, we consume too many resources with a focus on energy. Year 10 GCSE students are examining the changing cities topic with a focus on Mexico City as one of the world’s mega cities, whilst Year 11 are continuing to learn about the challenges facing the UK now, and in the future.
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Food & Nutrition YEAR 9 Nutrition started the new year completing a topic on the science of baking, this focused on the functions of each ingredient in cooking, different raising agents used in baking and cake making methods. Students should be congratulated for the work completed at home.
Oliva McFarlane 9XF successfully demonstrated the whisking method of cake making to create this fabulous Swiss roll. We have now started our new project on Global Cuisine, looking at how climate, culture, travel, food availability and our multi-cultural society have impacted our food choice. Students will be encouraged to cook several recipes from different parts of the world – beginning with Mexican Fajitas. There will also be the opportunity for students to research and make a recipe of their choice from around the world and we look forward to seeing the results. Year 8 groups have been engaged with ‘live’ lessons and completing assignments, connected to the ‘Healthy Sandwich’ assessment, which is our challenge for the first half of the Spring term. This requires students to understand the science behind bread-making and the function of Yeast as a living organism and biological raising agent. Different types of bread have been investigated, looking at the special features of each. The design for their sandwich filling needed to reflect proportions within Food Groups on the Eatwell Guide, and in turn demonstrate students’ understanding of the term ‘healthy’. Their choices have to be justified. The assessment would normally involve students in making a batch of bread rolls or a small loaf, which they would use to create and present their final product. Many students have been able to execute the practical part of the task, whilst working from home and have uploaded their evidence. We acknowledge, that for some students, the challenges that go with carrying out practical work in the family kitchen at home, meant that this part was something they were not able to do. Additional to the design-andmake task, students have investigated ‘packaging and labelling’, finding out which pieces of information must be included ‘by law’ and why this is.
Art & Design IN art this term, our students have been super busy using their artwork as a means to keep connected with their curriculum as well as using their art lessons and assignments as a way to channel their imagination and creativity. We understand that not all students may have access to art materials so we have been careful to try and set tasks that can easily be completed using minimal equipment such as pencils and biros. Where colour has been required, students have been creative replacing paints with items they may find in the home such as coffee, curry powder or food colouring.
The art dept have received some incredible responses to tasks and as ever, school is delighted to share our student’s talents on the Arts and NWHS Instagram pages. We have also launched “Arty Thursday” a lunchtime club that encourages students and staff alike to take a break from lessons and explore some art activities that have been specifically designed to de-stress and bring some calming wellness into these unusual times.
IN Music we aren’t able to follow our usual KS3 practical curriculum remotely, due to most pupils not having access to instruments or music software. Instead, we’ve been looking at a range of activities to develop pupils listening and appraising skills and inspire creativity. We’ve used the BBC Ten Pieces resources to get pupils thinking about what they are listening to, as well as setting them an assignment where they were asked to respond creatively to one of the pieces of music, through the mediums of art, poetry or composition/sampling. We received some really excellent responses to this work, some of which are showcased here. We also set some of our pupils the ‘cup song challenge’ – asking them to learn the cup song (made famous by the film ‘Pitch Perfect’) and send us a video of what they had achieved. Again, we had some really excellent work submitted – some learnt the basic rhythm, some played along with the backing track and some added the vocals as well. We even had some pupils creating their own ‘cup song’ rhythm and adding it to a song of their own choosing – fantastic work KS3 musicians! We are now starting to use a fantastic subscription website called Focus on Sound, which allows pupils to develop their listening and theory skills on a variety of topics, which we are linking to our usual practical curriculum. At GCSE, both our year 10 and 11 musicians are working hard on their performance coursework, which makes up a large part of
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Finally, we’re keeping our fingers crossed that we might get some winners in a few competitions that we are entering. One of them asks students to create an artistic response to climate change issues. The prize is to have your work exhibited at one of the International Climate Change Summits, attended by world leaders….. watch this space! Year 7 students have been producing colour wheels with a variety of materials at home. Year 9 students have been looking at a selection of GCSE portfolio work to learn more about what GCSE Art involves.
their course. They have also been continuing to develop their listening skills as well as learning about the areas of study for their listening paper. Year 10 have started looking at the popular music area of study, while year 11 have been revisiting the areas they have already studied to consolidate knowledge. Both year groups have also been using Focus on Sound to help develop their listening skills and theory knowledge.
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Design & Technology IN design technology Year 7 students have completed work on their jitterbug project and most groups have started the headphone wrap project, learning about CAD and CAM and plastics. In Year 8 students have worked on a wider variety
of projects including the moneybox project, the mood light project and the pop up card project, learning about electronic components and systems. In Year 9 students have continued work on the laminated clock project and the
Olivia McFarlane, Y9, experimented with nature inspired images and colours to produce
these stunning designs.
desk light project, learning how to use power point to generate ideas and the work of famous designers. In Year 10 students are learning about different topics such as material selection, tolerances and material management in preparation
for next year. Year 11 are working hard on the non-examined assessment, generating and developing ideas for their design context, as well as revising the exam topics.
Mia Harding, Year 9, loved the bold colours and contrasting backgrounds on her designs. John Telfer, Year 8, investigated the problems of plastics and created solutions.
Harrison Dolby, Year 9 - bees look good in different sizes however I think this design is a bit simpler then the last one and it doesn’t look as good. To improve it I could turn the bees
around so they are all not upright. I think the honeycomb pattern might be difficult but I will probably copy and paste it to make it easier.
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Arty Thursday Virtual Club STUDENTS and staff have enjoyed taking part in Arty Thursdays. The group is open to all students and staff and they meet at 1.15 on Thursday lunchtimes via Microsoft Teams. It is an opportunity to try a range of different art skills and all abilities are very welcome to join. Mrs Westhead, one of the organisers group said, “It's a relaxed art activity that everybody is welcome to join in on, it's not about being particularly skilled. The emphasis is on the coming together and being part of the virtual group. And hopefully producing some artwork that you have enjoyed doing.”
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Holocaust Memorial Day
Maryam Khan YEAR 10 THE Holocaust was a genocide of Jewish people during World War 2, led by German chancellor Adolf Hitler. During the years of 1941-1945 a total of 6 million Jews were killed. In the early 1930s Jews led a normal life but when the dictator Hitler came into power the Aryan race became powerful. That is when they started to get persecuted overtime, their families were getting their freedom taken away radios and shopping was limited, and they weren’t allowed to go to school and were labelled with yellow stars. Then the Nuremberg laws were
put in place which denied the fact, that the Jews were allowed to be doctors, they were denied the right to be German citizens, marriage and relationships between Jewish and German people became illegal. Jewish children were denied education and were banned from schools around April 1st, 1933 a boycott of Jewish shops and other businesses took place. The stages of genocide are as follows: classification, which identifies who you are, symbolisation which segregates you like the Star of David, dehumanisation getting your rights taken away, organisation- devising times in which they are able to do things, polarisation how people are viewed. preparation- won’t feed them or have army control. Extermination- killing them off weakening them torturing them, denial- denying that they were part of it. Hitler considered Jews as the lowest form of human and classified them as non-German. he believed they had a role in the Great Depression and a role in communism. Hitler also blamed the Jews for the last war. The final solution was implemented in stages. As the Nazi party rose up to power, state enforced racism resulted in anti-semitic legislation, boycott and the night of broken glass or Kristallnacht. the Wannsee conference held on January 20th, 1942 was held a high-level meeting to discuss the final solution. Key dates: December 8th, 1941 the first killing operation of Germany, June 22nd 1941 - killing squads accompanied Germany invasion and January 20th 1942 Wannsee conference and final solution. Holocaust Memorial Day is the day for everyone to remember the millions of people murdered in the Holocaust, under Nazi Persecution, and in the genocides which followed in
Holocaust Memorial Day
Cambodia, Rwanda, Bosnia, and Darfur. Cambodia: From 1975 to 1979, the Khmer Rouge, led by Pol Pot, imposed an extremist programme to reconstruct Cambodia. Millions of people died through starvation, disease and exhaustion, and thousands were executed. Rwanda: In a violent outpouring in 1994, approximately one million Tutsis and moderate Hutus were murdered in just 100 days in the Genocide in Rwanda. Bosnia: In July 1995, against the backdrop of an ongoing civil war, Bosnian Serb forces led by Ratko Mladić murdered around 8,000 Muslim men and boys in the town of Srebrenica. Darfur: In 2003 a civil war began in the region of Darfur. Arab militia, known as the Janjaweed attacked black African people, destroying entire villages, murdering civilians and displacing many more. Each year Nunnery Wood participates in the Inter Faith Holocaust Memorial Day Commemoration. The event usually takes place at The Guild Hall in Worcester and is attended by a range of people, including Holocaust survivors and other expert speakers. The event could not take place as usual this year and so a virtual event replaced it. Year 10 students James Harrison and Saniya Ali represented Nunnery Wood by reading a poem. The event was streamed via You Tube, with some classes watching the event and taking time to address the issues of genocide. This is much more difficult in a remote working environment, however, it is an important event to recognise. The Art department is also encouraging all students to participate in a project to produce a
stone that will be used as a piece of art at a new Holocaust Education centre that is being built in London. Their art lessons focussed on this to coincide with Holocaust memorial Day. Miss Speechley said that, “It is vitally important that we ensure our students have an understanding of genocides that have taken place throughout history and continue to happen, which is why we have still acknowledge the day as far as possible in the current situation. It is important that misconceptions are challenged and that students are able to explore these issues fully.”
“We will continue to do our bit for as long as we can, secure in the knowledge that others will continue to light a candle long after us” Gena Turgel MBE, survivor of the Holocaust (1923-2018)
Nunnery Wood High School For your contribution to
Holocaust Memorial Day
Worcester 27th January 2021
HOLOCAUST Memorial Day is on 27th January each year and it encourages remembrance in a world scarred by genocide. We remember the six million Jews murdered during the Holocaust, alongside the millions of other people killed under Nazi Persecution and in genocides that followed in Cambodia, Rwanda, Bosnia and Darfur.
It is on 27th January because that date marks marks the anniversary of the liberation of Auschwitz-Birkenau, the largest Nazi death camp. HMD is for everyone. Each year across the UK, thousands of people come together to learn more about the past and take action to create a safer future. We know they learn more, empathise more and do more.
World Book Day 2021 THURSDAY 4th March is World Book Day so why not help to celebrate this day by entering our competition to find who can read their book in the most unusual place?
We appreciate that none of us are allowed to venture very far at the moment, however, use your imagination. Perhaps take a photo whilst you are out on a family walk, helping out with a household chore, or maybe include a family pet, but don’t forget, the more unusual the place, the better, and don’t forget your book! This competition is open to both students and staff and photos should be emailed to firstname.lastname@example.org. Please include your full name and form and make sure that you have ‘parental’ permission before sending in your entry. Please share on our social media too Twitter / facebook @NunneryWood
or Instagram NunneryWood HS. Use #WorldBookDay2021. The closing date for this competition is Friday 26th February. All entries will then be judged and winners will be announced on World Book Day. We plan to publish as many pictures as possible so look out to see what your friends have been up to.
Top Readers TOP READERS (BOYS) Name / Form No. of books Kai Shankara-Ralph 9.06 24 Nadaal Baber 7.11 23 Jesvin Jino 7.03 23 Lance Canoy 7.11 18 Levi Adusei-Hillel 7.04 17 Philemon Oommen 7.06 17 Adithya Sunil 7.06 15 Saif Ali 7.03 14 Zaq Ali 9.06 14 Mohammad Faizan 7.03 14 TOP READERS (GIRLS) Name / Form Megan Cerrone 7.04 Ashlee Vercosa Da Silva 7.04 Stephani Dennis 11.2 Esme Shankara 7.07 Julia Derdzinska 7.03
No. of books 37 34 17 16 14
Roxy Alldrett 7.03 Anisa Amin 7.04 Terri Woodcock 8.04 Amelia Ahmed 7.06 Faye Alldrett 7.08 Iqraa Ramzan 7.11 Ayesha Tabassum 7.07
12 12 12 11 10 10 10
Favourite ‘Library’ Reads 1. The Deep End & The Meltdown 2. Say Her Name 3. Rowley Jefferson’s Awesome Friendly Adventure 4. Slime 5. The World’s Worst Teachers 6. Dogzombies Rule (For Now) 7. The Water Dragon’s Bride 8. Barakamon 9. Going the Distance 10. Code Name Bananas
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The Fun Hasn’t Ended!
WE have enjoyed seeing how all of our students and staff have been adapting to working from home. We had no idea that so many pets and even babies were joining in with home learning. They always find a way to get involved! The snow also allowed us all to get outdoors and have some fun and we loved seeing the snow people and fun in the snow pictures. Lots of students and their families have had to adapt the activities that they usually do but have found ways to stay active and busy, even learning new skills along the way. Some of our Year 7 students have shared their experiences with us.
Nunnery News // 17 Jered Warren YEAR 7 WE are a very outdoor family and have been lucky enough to regularly go on holiday or spend time in Wales doing jet skiing, and scuba diving. This last year has been different so we have kept ourselves busy doing Nunnery’s Workout Wednesday, sessions with Joe Wicks, and taking our dogs on long walks or going for jogs, we have replaced our jet ski for a pedalo on the River Avon instead, and the odd bit of fishing. Roxy Alldrett YEAR 7 During lockdown I have been doing tiktok dances to keep fit and watching tutorials on how to do make up.I have also been drawing a lot. It helps keep my mind busy.
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THE STEM club has continued to meet via Teams, each week has a different theme. Two popular challenges have been makeing slime and your own lava lamp. You can still try this yourself at home and send us pictures. How to Make Slime You will need: • cornflour • bowl • teaspoon • water
The Method: 1. Put about 4 tablespoons of corn flour in the bowl. 2. Add the water a small amount at a time until the corn flour resembles a very thick liquid. 3. Try stirring the corn flour slowly and then quickly. Is it a liquid or a solid? 4. Put some of the mixture in your hands and roll it
into a ball; what happens when you stop rolling it?
Try adding food colouring to create different coloured slime, but be warned, this can get messy, sk an adult first! The Science: The corn flour does not dissolve in the water – it creates a suspension called a colloid. The cornflour particles are very fine and roll over each other which means that the mixture acts like a liquid. However, when energy is added to the mixture (by stirring or rolling in the hand) the particles of cornflour lock together and the water between the particles is pushed out of the
way, so the slime behaves like a solid. How to Make A Lava Lamp You will need: • 1 litre plastic bottle • funnel • vegetable oil • water • food colouring (not yellow) • Alka-Seltzer tablets
As water is denser than oil it sinks to the bottom. The food colouring mixes only with the water, which is why the oil stays its normal colour. The Alka-Seltzer tablet falls through the oil and when it reacts with the water, it creates tiny bubbles of carbon dioxide or CO2. This gas floats to the surface, carrying drops of coloured water with it. When the bubbles pop and the gas is released, the denser water sinks back down.
The Method: Fill a clean bottle 1⁄3 with water. 2. Add a few drops of food colouring (not yellow). Shake well and then let settle for a few minutes 3. Fill the rest of the bottle with vegetable oil very slowly. 4. Break up an Alka-Seltzer tablet and add it to the bottle, about half a tablet at a time. 5. Watch the lava blobs! The Science: Water and oil do not mix, as you probably know!
STEM Competition - Step into the NHS experience needed.
All entries in year 7, 8 and 9 will be sent off for judging in the national competition . All entries from year 10 and 11 will be judged in school and prizes awarded. There is further help and guidance is available on the homework zone. The Brief: With the recent outpouring of support for the NHS from young people in particular, there has never been a more prominent time to increase awareness of the many careers on offer. Students are challenged to research and select an NHS career. Once selected, they create a job description to capture key responsibilities of the role, along with any qualifications, skills and
Tasks: Research different careers in the NHS, choose one that interests you and find out as much as you can about that job https://www.stepintothenhs.nhs.uk/ https://www.healthcareers.nhs.uk/
as duties and tasks and an understanding of entry routes to chosen career including qualifications and skills needed. They will also be looking for creativity and good presentation that will appeal to their peers.
Complete the pupil entry form and give your job description poster, advertisement and entry form to Miss Lott by 1st April 2021 (SC1 or via email)
Produce a job description about that career It must include: Job title Roles and responsibilities Qualifications, experience and skills Create an exciting advertisement to try and encourage other young people to consider this job. Ideas include: Leaflet, PowerPoint, poster, newspaper article, advert on the TV/Radio (this must be recorded) The judges are looking for Understanding of role in job description and what it involves such
Nunnery Student Wins Cybervibe Competition
TWO year 8 students have been awarded prizes in a prestigious Computing competition which they entered early December 2020. Jack Yeomans was awarded first prize and Alexander Mollov was awarded an Honorable mention in the Avenger category age 10-13 years in an online competition which was set by Cygenta. Cygenta was founded in 2014 supporting clients dealing with the multi-dimensional challenge of cyber security. With more than 30 years combined experience across a wide field of sectors, their co-founders are driven by securing the success of their clients. We understand that true security means having digital, human and physical security working in harmony. Mr Stephens, Computing teacher said, “As a school, we are recognised as being one of the leading schools in imedia and computing and we were invited to participate in this prestigious competition. We are proud to have a pupil who won in their category and another pupil who has been awarded an honorable mention.” Pupils were asked to write a blog of between 300-500 words to inspire and educate others about the cyber security world. The competition was judged by an impressive panel of judges,
including; FC, Co-CEO Cygenta, IT awareness Manager at Boston Consulting Group and CSO of Titania and UK CISO Admiral to name but a few. The winner will receive an Achievement certificate, a signed book of Dr Jessica Barker’s best -selling book, ‘Confident Cyber Security’ and have their blog published on the Cygenta blog.
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Media reviews WandaVision Gabriel Boxall YEAR 9
AFTER a one-year absence of Marvel, due to COVID-19, it was great to see Marvel return to our screens (on Disney plus) with their mysterious and engaging sitcom “WandaVision”. The premise of the show revolves around Wanda Maximoff (also known as Scarlet Witch) and Vision, living in Westview, a perfect reality that is showed to us in the form of a sitcom. Each episode is set in a different decade, starting from the 50s, and pays homages to multiple classic TV shows, such as Bewitched. The first two episodes are in black and white and follow
Peter Rabbit A MODERN twist on a classic tale loved by children and adults around the globe. Voiced by James Corden, Peter Rabbit is forced to take on a new foe in the battle for the vegetable patch in the shape of Mr. McGregor’s temperamental great-nephew, Thomas. Using a mix of CGI and live-action, some of the biggest stars in Hollywood come together to give Gen Z a taste of Beatrix Potter at her best.
WE all love an animated film starring our favourite animals. Not a new film, but a favourite. When Marty the zebra, Alex the lion, Melman the giraffe, and Gloria the hippo attempt to escape from Central Park Zoo after getting bored with their daily routines, they end up on a ship to Kenya. Disaster strikes, and the four are thrown off the ship before washing up on the shores of Madagascar. They run into all sorts of weird and wonderful new creatures, but Alex begins to struggle to hold off his predator instincts now he’s back in the wild.
typical situations that would be found in a 50s sitcom, also in the middle of each episode is an advert that has multiple references to the Marvel Universe, as well as real old adverts. This is obviously very different to what Marvel is used to making, but so far it is working very well, as the audience is kept in the dark about what is happening, and why everything appears to be as it is. All the way through we see symbols, and, during the first two episodes, the black and white turns to colour, which proves that not everything is right with the reality the characters find themselves in. For example, the last time we saw Vision, he was dead, so how is he back alive?
If you haven’t seen this classic, where have you been? Annie is a fiery young girl who dreams of leaving the horrible orphanage in which she must live. It’s a hard knock life for her. Things change drastically for Annie when a billionaire named Oliver Warbucks pretends to adopt her for a week so that he can improve his public image. She decides to use the time with Warbucks to charm him into adopting her for real, but Miss Hannigan who runs the orphanage has other ideas.
In the fourth episode, it is set outside of the sitcom, and shows returning side characters from previous films (such as Darcy Lewis, Monica Rambau and Jimmy Woo) try to work out what is happening with the title characters Wanda and Vision. This episode explains a lot, but also asks more questions, which hooks the viewer in and invests them in the 5 episodes remaining. ANOTHER classic but a goodie! Roald Dahl’s book is brought to life in the classic David vs Goliath tale, directed by and starring Danny DeVito. Matilda is a child genius who is neglected by her parents, who would much rather sit her in front of the tv rather than let her read books. When Matilda realises she has telekinetic powers, she decides to use them against her school principal, the manically evil Miss Trunchbull.
How To Train Your Dragon GROWING up on the Viking island of Berk is complicated for Hiccup, especially when his home is under daily attacks from dragons. But when he finally traps a dragon of his own, he can’t bring himself to kill it. The two quickly
become friends, and Hiccup soon comes to realise that there may be more to the creatures than he assumed.
Students Kept Active in lockdown PE IN PE this term, students have been set a range of different tasks to complete at home that focus on being active with fitness games and challenges, while also developing some of the core skills required in PE. Students who are in school have been enjoying 1 hour of PE each day and
are appreciating the benefits of being active. We hope that students at home are finding time each day to be away from their screen or work to be active and experience these benefits. Year 10 GCSE PE students have been studying about the cardio-respiratory system and
linking this to the effects that exercise can have on the body. Year 11 GCSE PE students have been working on their analysis of performance, in which they have been writing about their strengths and weaknesses is a chosen sport.
Term dates - 2020 / 21
AUTUMN TERM 2020 Term Starts - 3rd September Half Term - 26th October - 30th October Term Ends - 18th December SPRING TERM 2021 Term Starts - 4th January Half Term - 15th February - 19th February Term Ends - 1st April SUMMER TERM 2021 Term Starts - 19th April Half Term - 31st May - 4th June Term Ends - 16th July OTHER DATES Good Friday - 2nd April Easter - 5th April May Day - 3rd May Whitsun Bank Holiday - 31st May INSET DAYS 4th December 2021 19th July 2021 20th July 2021
School Shop The Finance Office have a wide range of items for sale, including stationery, equipment and revision guides. The Finance Office is open... Monday to Thursday: 8.15am till 3.30pm Friday: 8.30am till 3.15pm Our current price list is as follows: Stationery Pen 10p Pencil 10p Ruler 6” 10p Ruler 12” 15p Rubber 5p Protractor 10p Set Square 10p Compass 25p Small Pencil Case 85p Art Pencil Set £1 Stationery Set £2 Art Sketchbook A3 £3 Art Sketchbook A4 £2 Student Planners £4.50 16GB Memory Stick £3.30 Calculator £8.40 Year 11 Tie £3.20 Water Bottle £1
Workout Wednesday EACH week students and staff, along with their families have been invited to take part in an online workout delivered on Microsoft Teams each week. There has been a different theme each week such as the Baked Bean workout, Boxercise, 80s week and a Valentine’s workout. The sessions have been led by Mrs Marshall and have been great fun as well as a good way to help to remain active. Students who attended each session for the half term will receive a medal when we return to school.
Fit for Feb
TO complement Workout Wednesday all students and staff were encourage to walk just 1km a day (or more if they chose) to make sure they got out of the house and took some exercise and
Revision guides only available on ParentPay
fresh air. The mental and physical benefits of this are enormous. Students were provided with a chart to record their distance and help to stay focussed each day. There was also the opportu-
nity to be sponsored for this event to raise funds for St Richard’s Hospice.