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News Warlingham School

ISSUE 4 2018-2019 JUNE 2019 In this edition FROM the headS

2-3

Year 8s Learn Gamelan

4-7

Dof E Silver Practice Expedition

8-11

Japanese and Korean Cultural Club

12-13

DofE Bronze Practice Expedition

14-15

The Geography Pages!

16-31

Year 9: OUtstanding Art!

32-35

Trust News

38-39

What parents need to know about... Instagram

40-43

FEATURE: Year 8s learn Gamelan FEATURE: DofE Silver Practice Expedition FEATURE: Japanese and Korean Cultural Club FEATURE: DofE Bronze Practice Expedition

Wide Horizons High Aspirations

FEATURE: The Geography Pages!


From the Heads...

be rewarded when they receive results in August. During this same period we The public exam season is now fully are also holding school exams for Years under way and has been for the two weeks leading up to the half term break. 7 to 10 to give them an experience that will help them prepare for public exams Year 11 and 13 students will still face in the future. These exams are an a further three weeks of exams after opportunity to assess the learning this half term before they can look forward year and provide an important marker to a long summer break. We are sure for all students as to their progress both year groups are looking forward to celebrating the end of their exams at towards their target grades. their respective Proms: June 20th (Year Year 10 exams are all timetabled to be in the sports hall so that each student 13) and June 28th (Year 11). gets used to the systems, routines and Once again we have been very the feeling of taking their exams under impressed by the dedication and the conditions they will face next year. commitment of the vast majority of The exams will be longer as there is students preparing for GCSE, BTEC more content to cover as we are nearing and A Level exams. There is no doubt the end of the year. We recently held the new exam specifications are a revision study skills session for Year different from the recent past and are very challenging, nevertheless, we hope 10 to help them with how to organise all of their hard work and dedication will a revision timetable and to try different approaches to revising. We want to Dear Parents/Carers,

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encourage all of our Year 10 students to make the most of their exam fortnight as this time next year they will be half way through the real thing! We wish them all well and ask that they put their very best effort into their revision and preparations. Once the exams season is fully over (towards the end of June) there is a lot to look forward to for all of the students in school: the Year 8 Classwork competition, Year 10 Work Experience, House Sports Day, House Tug of War, Activities Week and of course welcoming next year’s new Year 7 cohort on their induction days on 2nd and 3rd July 2019.

achieved some notable successes at the District Athletics and our Year 7 cricket squad achieved a magnificent second place at the district “smash it” competition. Our multitude of sports teams have also been involved in a host of fixtures since the last newsletter was written. Well done to all those who have been involved for the courage and commitment you have all shown.

As we are all aware, success at school is inextricably linked to good attendance. We am delighted to say that most students at Warlingham have excellent attendance records. Our target is that all students should aim to hit the 96% target figure. Currently Three events worthy of extra mention in we sit at 95% which is better than this time last year but still just a bit below the final half-term are the PE Awards where we would like to be! As always Evening on the 10th June, the Art Exhibition on 17th June and the school we thank parents and Carers for their support in encouraging each and every show on the 27th - 29th June. These student to value their education and do events alongside the fantastic Music Concert held recently, really highlight the their very best to battle through various issues and make it into school. importance of the creative curriculum and are all excellent opportunities to We would like to wish everyone a showcase the very talented students of relaxing half term break. It has been a whom we are so proud. We would like half term that has flown by but one that to invite you to come into the School has again made us so proud of all of to enjoy each event and show your the achievements of the students at this support for our wonderful students and school. staff. Our Year 8 girls’ netball team participated in the Surrey County Finals, performing well against a high-calibre opposition. Warlingham students

Mr P Kinder and Mr S Day Joint Heads of School Page 3


Year 8s learn Gamelan

Year 8 Music students travelled to the Southbank Centre in London on 16th May to experience an introductory workshop into Gamelan Music. Page 4


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Year 8s learn Gamelan (CONTINUED) Gamelan is a traditional Indonesian ensemble with instruments that resemble Gongs and Xylophones. The students were led by a professional Gamelan musician and were introduced to the various instruments of the Gamelan and then shown how to play all the instruments. They built up a performance of a traditional piece of music that heralded the bringing of War – all the music was learnt through the aural tradition – I think the numbers 6 2 6 2 6 3 2 1 will forever stay in their memory! The student’s behaviour was exemplary – even when they had to sit playing the Gamelan for two hours, cross-legged! The level of concentration and commitment and focus was superb! The Gamelan they played was donated by the Mercers Company and is over 200 years old!

‘I played the gong – and when I hit it even gently I could feel the sound in my chest resonating. It was so much fun and I learnt loads’ - Amy Page 6


‘I started on the Gender, but then learnt all the different parts on the Peking and Sarong as well!’ - Curtis ‘It sounded like it was out of tune at

first, but when we put the Pelog scale piece together it sounded amazing’ Jermaine

Mr Duff, Head of Music

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Dof E Silver Practice Expedition

19 Students progressed from their bronze DofE award to take part in the Silver. The practice expedition was to the Llanelli area of Wales (Csenge forgot her passport but Miss Hurst managed to smuggle her over the Severn Bridge). A strong bunch of students meant there were few surprises navigationally – if only they hadn’t relied on asking the local farmers for directions and backed their own ability! The main theme of the trip was bovine-based: How do you navigate through a herd of curious cows? The boys managed it fine. We now know that certain members of staff can run faster than the afore-mentioned dairy beasts!

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Dof E Silver Practice Expedition

Times have changed since I first started taking groups on trips – food used to be pasta, pita bread or Nutella. The Nutella was very much still in evidence for Mia Rouse, but now that Mr Blok has introduced the “Most Middle Class Student” award. Marks and Spencer’s chicken legs Page 10

and various curries are now the order of the day! As are electric toothbrushes! We’re looking forward to the final expedition, which will be in the Peak District.

Nick Hellier Maths Teacher


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Japanese and Korean Cultural Club

Amongst the wide range of clubs and activities on offer, Warlingham School offers a Japanese and Korean Cultural Club, which is partly guided by the students’ interest in current cultural interests including Kpop and Manga. The club also includes an introduction to the languages. Page 12

The club is open to students of all years, takes place weekly during lunch break and has been taken up enthusiastically by both boys and girls. I asked Paige Carter in 9G what she liked about the club, and she said: “I like doing the club as it is very fun and I am learning a lot about the Japanese language and culture.


I am also learning a lot about the Korean language and culture. I wish it were an after-school club, so we had longer!� The club meets in A14, Wednesday lunchtimes, from 1.25pm until 1.50pm.

Jane Monnery Modern Languages Department Page 13


DofE Bronze Practice Expedition Over 70 students signed up from Year 9 for the Duke of Edinburgh Bronze Award. The location, as usual, was the New Forest. Unlike last year’s quagmire, the weather was relatively dry (although there was a biting wind). On Friday, the training walks with the staff members gave hope for the best navigation skills we’ve seen for many years. The staff took great delight in getting the groups to walk past the same point several times over the course of 4 hours. The kids were not amused when they finally noticed! Saturday’s walk in their individual groups saw the initial optimism turn to reality with only minor mistakes in map reading being evident. A minor blemish by one group triggered Mr Hellier’s “Where Exactly in the Marsh Are They?” search party. With the teachers Mr Blok, Mr Hill and Miss Hurst coming up empty, Mr Hellier and Mr Crenol located the errant wanderers

after finally being given the correct grid square in which to search! The final morning saw Ruby and Page 14


Olivia’s tent fail the “Earthquake Test” – what do you expect when you keep the staff awake at 5am?

The assessed expedition will be in the Ashdown Forest in June.

Mr Helier, Maths Teacher

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The Geography Pages!

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So…Summer is almost here…! I’m ashamed to say that this is the first Geography Pages for quite some time…BUT that means that it has become a MEGA EDITION with news from all of our big trips of the year -

all wrapped up together in a sunny package! Before the onslaught of Geography awesomeness, I thought I’d share a quick update of our current work down the B-Block Corridor. Page 17


The Geography Pages! (CONTINUED)

students of Warlingham School are truly lucky to have such a dedicated lot of Geography (and special guest!) staff who are willing to give up their own time to take them away to some Year 8 finished a thorough investigation pretty special places. A massive thanks is due to all of my department into “Atmosphere and Weather” by for their unfailing support of all year being exposed to Hurricanes and have now had their learning passports groups and a big shout-out to Mrs Dearden and Mrs Compton-Miller for stamped as they go “Into Asia”. their assistance on our Somerset and Year 9 had entered “Brazil” even Norfolk residential trips. before the Options process began A final word to our Year 11 and Year 13 and – after a healthy uptake into students: FINAL PUSH! Keep working GCSE Geography – are now donning hard over these last few weeks…and their scientist lab coats to immerse don’t forget that you can come along themselves into the all-important and see us whenever you need to for world of “Climate Change & Global help with those practice questions. Warming”. Good luck! You’ve been phenomenal Whilst all of this fun has been going on students and deserve the very best. in the lower school, our exam groups Mr Gardner have been grafting away, admirably, and preparing for the upcoming exams Head of Geography and achieving some very promising Iceland trip (February 2019) grades in their practice papers in the This was the second edition of a trip meantime. that we run for our A Level Geography I now leave you in the capable students every two years. Like the hands of a number of students who last one in 2017, it was a ROARING very kindly offered to write up their success! Blizzards, crystal clear blue experiences of the many trips that skies and sub-zero temperatures the Geography Department has accompanied us around some of the run so far this academic year. The country’s best sights. Year 7 has spent the last few weeks completing their work as “Rock Stars” and have now become young Indiana Joneses as they begin their trip from “Pole to Pole”.

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“Warlingham Sixth Form’s Geography Iceland trip was one of the best experiences you could imagine: a week long adventure discovering the hidden geographical landforms of Iceland. Our home for the week was the welcoming and comfortable Hlemmur Hostel with a room to ourselves, so plenty of space and privacy. When we weren’t in the hostel we were exploring Iceland and its wonders. One of the most breath-taking sights was Gullfoss waterfall, alongside

Skógafoss and Seljalandsfoss waterfall, alongside the deep blue glacial ice we observed while walking up to Sólheimajökull glacier and the towering plumes of sulphuric water and steam ejected from Strokkur Geysir. We also observed the destructive environment of Iceland’s Southern black beaches, with loud, crashing waves accompanied by harsh and powerful winds battering the cliff coastline, compared to the calm and gentle sloping beaches in the much more constructive environment. Page 19


The Geography Pages! (CONTINUED)

Inside Reykjavík we saw the grand Hallgrimskirkja, or The Church of Iceland, a towering monument with architecture akin to the mountainous topography of Iceland. We were given a first class tour around Iceland’s biggest geothermal

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powerplant, Hellisheiði, designed with the Mid-Atlantic Ridge in mind, with two distinct wings to the building separated by a grand, glass, triangular lobby. We learnt just how the heat is extracted, distributed throughout Iceland, and any by-products safely placed back where they belong.


Other than uncovering the natural wonders of Iceland and discovering how they effectively run such a low emission power grid, we were getting to grips with the culture of the Icelandic people, for example finding out our Icelandic forenames and surnames from our native driver, Eggart, as well as taking a dip in the Secret Lagoon,

an Icelandic tradition. All of this, plus a grandstand view of the Northern Lights! Overall, the trip was breath-taking, the perfect place to go on a geography field trip due to its exam relevance and the complete awe of the landscape.�

Adam Dunn - 12N

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The Geography Pages! (CONTINUED)

Norfolk GCSE Geography Trip (March 2019) As with our Somerset trip, the Kingswood Centre at Overstrand in Norfolk is now a regular fixture for Warlingham GCSE Geographers. It gives the unique opportunity to experience – and measure – firsthand a rapidly-eroding coastline… while offering space in the evenings for some extra analysis lessons and some fun activities like Aeroball, Fencing and Bouldering. Isabella Harrison (who was kind enough to spend some of her birthday typing this!) reflects back on a fun and informative trip: “From the 6th to 8th of March some of the GCSE year ten students (including

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myself) went to Norfolk for three days. We went there to investigate the coastlines and the urban/ rural landscapes, as we will be tested on this in our exam. The first afternoon On the first day of arrival, we were encountered by this amazing, historical building which we soon found out was the hotel we were staying in. After gazing on that, we had the basic rules and fieldwork talk before finding out our rooms. Shortly later, once we had settled in, our leaders split us into groups, and we went off in them to computer rooms for lessons about what we were doing the next day. This already had a positive impact in our opinions about Norfolk.


The second day Then the next day came. Beforehand we only knew the basics about everyday coastlines, but after the second day we didn’t only learn about the coasts specifically, we did fieldwork to measure out the beaches. On this day we visited three different places: Salthouse, West Runton and Sheringham. In all these places we did different fieldwork methods, such as: beach profile, pebble analysis, longshore drift, groyne measurements and bi-polar analysis. Beach profile uses distance and angle measurements to help us investigate the shape/gradient of the beach. We used two ranging poles and a clinometer (for angle) and a measuring tape (also for distance). This works by first placing a ranging pole 5 meters

away from the sea, then placing the next one whenever the beach gradient changes or if it doesn’t, every 10 meters. We then measure the distance between them two ranging poles and used the clinometer to look through at what angle the gradient has changed by. Finally, we repeated this until the beach was completely flat. Longshore drift uses distance and time measurements to help us investigate the amounts/speed of longshore drift. We used three ranging poles and a tape measure (for distance), a stopwatch (for time) and a floatable object e.g. an apple. This works by placing the first ranging pole 5 meters away from the sea, then placing the next two either side of that ranging pole, but 10 meters away from it (we used the measuring tape to do so).

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The Geography Pages! (CONTINUED)

Now one person threw the floatable object (apple) behind the breaking waves in line with the middle ranging pole. As soon as that object hits the water, another person started the stopwatch and stopped it when the object reaches one of the other ranging poles. This then showed us

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which direction the wind is going and where longshore drift is going. After a day of fun fieldwork, we travelled back to the hotel for some more computer lessons for what we were doing the next day. This day was a huge success for learning and completing fieldwork.


The third day On the last and final day, we went to do some urban/rural landscape techniques and methods. Like the day before, we only knew the minimum of urban/rural landscapes and after this day we learnt so much by doing fieldwork. On this day we visited Norwich and the areas surrounding there. In those places we also did different fieldwork methods, such as: bi-polar analysis, pedestrian count, shops/ business recognition and population opinion. Pedestrian count uses time and a head count to determine the population of the area. We used a stopwatch (for time) and our counting skills. This works by picking a spot on the street to focus your count on. Then someone times one minute with the stopwatch. While this is happening, the person with the focused spot then counts every person that passes it, within the one minute and then we recorded.

Bi-polar analysis uses bias opinions to judge how clean and well looked after the environment is. We used a bi-polar graph and pencil (meaning we had the bias opinions). This works by looking at the score sheet (e.g. 10 is the best looking/ highest), then looking at the options (e.g. street furniture or litter) and writing down our options of what we thought the area deserves. We did this in both the urban and rural areas of Norwich. Once we had finished all the fieldwork, it was time for us to travel back home. This day was also a huge success. Overall, I feel I have learnt so much on this trip and it will definitely be a massively positive impact on the upcoming exam and on the year ten knowledge of coastlines and urban/ rural landscapes. Even though there were some downs like bad weather at one of the beaches, the positives definitely overruled the negatives!�

Isabella Harrison (10L)

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The Geography Pages! (CONTINUED)

Year 12 AS Exam Trips – Seaford reflect back on their work at these two places to help decide what their NEA & Croydon Our most recent ventures from school were two day trips to collect data for the upcoming Year 12 Exam Week. Once these AS-style exams are completed, the students will also then

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focus will be in Year 13. Becca Morris, Alfie Latter and Ryan Stone all stepped up to report on what went on: “On the 23rd April the year 12 A level geography students went to Seaford


to do some beach experiments. This trip gave us the chance to try different methods of determining factors such as the wave strength, amount of deposition and erosion occurring on the beach and how fast longshore drift was happening along that section of beach at that time. Doing these experiments help us to further

understand the different factors used to examine a beach and also allows us to further question how accurate our methods are and how we could improve them to make them more accurate. We visited two sites on our day out: Seaford and Tide Mills. At both of these sites we carried out wave count, beach profile, rock angularity, field sketch, bipolar evaluation and longshore drift test.

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The Geography Pages! (CONTINUED)

The reason we did a wave count was to assess whether the waves at that moment in time were constructive or destructive, however we know that the results we recorded on that day may not be what usually happens at that beach so we needed other experiments to back it up. Beach profile is a good way to do this as it measures all the changes in gradient on the beach, this is helpful as we can compare our results as if the waves are usually constructive then there would be a gradual and small increase in gradient whereas if the waves are usually destructive, they would be more likely to have a steeper and shorter gradient. Rock angularity helps to show us how much erosion is occurring as the smoother and smaller the rocks are, the more they have been eroded, however, it is hard to make this experiment fair as it is likely that some bias will come when choosing which rock to measure. There for it would be more accurate to take a section of rocks from each metre and create an average. Rock angularity also helps to determine the direction of longshore drift as the rocks at the end of the beach should be more eroded then Page 28

the ones at the beginning of the beach where longshore drift starts to occur, however this can be effected by humans as we know on the beach we assessed that beach nourishment occurs yearly so it would make our results less accurate. Longshore drift can also be measured using an orange and timing how long it takes to travel five metres in


either direction. This helps us assess the rate of longshore drift as well as direction, however it may be inaccurate if the wind is not blowing in the usual direction on the day we carry out the experiment which would lead us to need to carry out the experiment multiple times on multiple days to achieve accurate results if we were to do the experiment properly. The field sketch helps us to remember what the site looks like, a photo does the same but the sketch allows us to annotate our surroundings which

is more helpful when looking back. Along with his, we also did a bipolar evaluation. This however may not be that accurate of a source as it is based on our opinions of our surroundings instead of straight facts. Altogether, I would say that the Seaford trip was a lot of fun, it allowed us to work in teams to get our work done and helped us to further understand the techniques that we were using and the reasoning behind them.�

Becca Morris (12H)

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The Geography Pages! (CONTINUED)

“We went on a geography field trip to Croydon to assess the effect that regeneration has had on both the area and its people. We made our way there early in the morning and met in Box Park. After a quick debrief and discussion about the area we began to fill in our booklets. The booklets included an environmental survey, bipolar evaluation and a public questionnaire. We began with the environmental survey and then surveyed people to find out the general consensus about Croydon’s regeneration schemes like Box Park.

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After we finished in Box Park, we walked down past East Croydon station to do our bipolar evaluation which involved rating different features and the conditions.

the retail rating increased and the accommodation decreased. This area felt deprived of regeneration as it is mostly concentrated in East/Central Croydon.

Next, we moved to Fairfield Halls/ Croydon College to do the same process. The retail ratings were considerably worse while the accommodation was similar and the general opinion on the area was not too different.

Finally, we went to Church Street/ George Street where the retail rating increased even more but the amount of accommodations decreased to almost none. The feeling here was possibly the most positive due to the Westfield that is scheduled to arrive.�

Penultimately, we moved to North End where, after our analysis,

Alfie Latter (12N) & Ryan Stone (12L)

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Year 9: Outstanding Art!

Congratulations to all the Year 9 students on their wonderful Art home works. It was a pleasure to mark the work. The work of the students named on the next page was particularly notable and we look forward to seeing their work being displayed at the end of year in the GCSE and A Level Art and Design exhibition.

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Year 9: Outstanding Art! CONTINUED

The overall winners of the Year 9 House competition for outstanding Art homework are listed below. 1st: Niamh Lyas (9L) and Michael Dawson (9L) 2nd: Sameeha Zahid (9M) and Rebecca Crawley (9G) 3rd: Rebecca Crawley (9G) and Kitty Wiggs (9M) Page 34

4th: Eleanor Morgan (9A) and Sophie Harwood (9A) Outstanding contributions: 9W: Ronnie Gillam 9A: Sophie Harwood, Katie Innes, Eleanor Morgan and Evelyn Raymond 9R: Cydney Biggle, Keira


Gibbs, Olivia Malthouse, Isabel Rider and Maisie Toogood 9L: Luke Bugden, Penny Crawley, Jessica Dann, Michael Dawson, Lily Drinkwater, Libby Kennison, Katie Kozousek, Mia Lennard, Niamh Lyas and Sophie Youngs 9G: Rebecca Crawley, Abbie

Foster, Isabelle Gardner and Chloe Hodgson 9M: Chloe Barnard, Freya Horn, Hannah Lloyd, Kitty Wiggs and Sameeha Zahid Congratulations to all of you!

Mrs Sula, Head of Art Page 35


News from the LRC / Attendance News from the LRC The LRC continues to be a busy place this term. In the lead up to exam season, Sixth Form and Year 11 students have been using the space for private revision and the homework club is as popular as ever. The number of students borrowing books has remained high and we are delighted to see so many students taking advantage of the excellent stock of fiction we hold for them. Our Top 10 Borrowers so far this academic year are: Vlad Dochia Kitty Wiggs Ruby Weatherill Daisy Bamforth Aaliyah Emmanuel Sarah Bradshaw Bill Ogle Paige Carter Danny Quartermain Justin Sears

8H 34 books 9M 18 books 8R 15 books 8R 14 books 7G 14 books 10H 13 books 8L 13 books 9G 10 books 9A 10 books 7L 10 books

Eclipse The Eclipse Library System is much more than simply a database of all the resources we hold in the LRC to support our students. There are also approximately 12,000 LinksPlus resources offering students access to a comprehensive directory of the websites most frequently requested by Page 36

learners when researching in a library. These resources are regularly updated giving the students the most up-todate information available. When a search is made on Eclipse for a particular key word or phrase, a list of all items is displayed that match the search criteria submitted. These could be books held in the LRC, but could also be LinksPlus resources that will support the study needs of the student. LinksPlus resources will show up as an icon of the world. To access the site, students simply click on the icon. Security is in place to ensure students are unable to access information inappropriate to their age. All students have access to the system and can log in from home and use the resources to support revision and homework. Supporting Students Reading for pleasure is an activity that has real emotional and social significance. There is growing evidence that independent reading has a positive impact on a student’s wellbeing, educational success, including improved general knowledge, increased self-confidence as a reader, a richer vocabulary, increased accuracy in spelling and an improved capacity for comprehension. Moreover,


reading allows young people to gather information about the world around them and how they fit in to it, encouraging empathy, understanding and tolerance. With the vast range of titles held in the LRC and new stock ordered every month, there will be something for everyone to enjoy. Please remind students that the LRC staff are here to support them and will gladly help them select appropriate books. Alternatively, if parents would like to make an appointment to visit the LRC with their children after school, I would be happy to facilitate this at a mutually convenient time. Please email me at l.ferguson@warlinghamschool. co.uk if I can be of assistance.

Mrs Ferguson L RC Co-ordinator Attendance

I would like to remind you that students are expected to attend 100% of the time, be punctual every day and show good behaviour throughout the day, so that they can access the complete education they are entitled to and achieve their full potential. If your child has 95% attendance they will miss ten days of school this year and 50 days during their time at Warlingham. With 90% attendance, they will miss 20 days this year and 100 days during their secondary education. 80% attendance is

the equivalent of missing a whole academic year. These lost school days cannot be replaced. With the GCSE exams now in full swing, a number of Year 11 students are already saying “I wish my attendance had been better�. GCSEs may seem a long way off for some but don’t let your child be feeling this way when theirs come around. Most minor ailments can be accommodated in school and even broken bones. If you are in any way unsure whether you should keep your child off school, just give us a call. I would like to remind you also that holidays are not an authorised reason to keep your child out of school. Their absence will be recorded as unauthorised and we will request penalty notices for any unauthorised absences of five days or more. If your child is absent due to illness or medical appointments, please ensure that you provide school with medical evidence. We will continue to do all we can to help and encourage better attendance and if you would like any advice or guidance, or your child is facing difficulties attending school, please do call the attendance office.

Vicky Stokes Attendance Manager

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Trust News

All staff and parents with children in the Trust schools have received a letter from Karen Quinton, Chair of the Trust Board, about the appointment of the Trust’s new CEO, Rebecca Plaskitt. Karen explained in her letter that Page 38

Rebecca is a highly experienced educational leader with an impressive track record of helping schools to grow, improve and perform at a high level. She also paid tribute to Nick Bradwell’s tenure as CEO: “Nick


L-R: Stephanie Gibson, Karen Quinton, Rececca Plaskitt and Paula Chowdhury

Bradwell is a tough act to follow. We all have immense respect and affection for him and we’ll miss him enormously.�

the schools, Paula Chowdhury (Director of Finance and Operations) and Stephanie Gibson (Director of Primary School Improvement).

Rebecca will lead the Executive Team of Tandridge Learning Trust, which includes all the heads of

Melanie Filmer B&E / Marketing Manager Page 39


What parents need to know about... LIVE STREAMING TO STRANGERS

The live stream feature on Instagram allows users to connect with their friends and followers in real-time. Followers can comment on the video during the broadcast (which can be turned off in the settings). If your child has a private account, only their approved followers can see their story. It is important to note that they still may have followers that they do not Instagram know, which means they could be is an image live streaming to strangers. A public account allows anybody to view their and video story. We suggest that your child goes sharing app through their followers list and blocks that allows anyone they do not know. users to share moments with the An additional risk with live streams is world. The app that your child may do something that has a live streaming they regret. This could be captured feature and by a viewer taking a screenshot and additional add-ons, then sharing it around the such as ‘Boomerang.’ Internet. ‘Hyperlapse’ and ‘Layout,’ IN-APP PAYMENTS which can be used to enhance Instagram allows their feed. Users can choose to payments for products add filters and make adjustments, directly through the app. such as brightness / contrast to It operates under the same rules their photos. To make their content as Facebook Payments, which state more ‘searchable,’ users can include that if you are under the age of 18, hashtags in their uploads to make you can only use this feature with the them easier to find. involvement of a parent or guardian. Page 40


DAMAGE TO CONFIDENCE, BODY IMAGE & MENTAL HEALTH

When people use filters on their photos on Instagram, it can set unrealistic expectations and create feelings of inadequacy and low self-esteem in children. Children may strive for a comparable number of ‘likes’ to an unrealistically edited image, with the risk of drastically lowering your child’s confidence or sense of self-worth.

PHOTO / VIDEO SHARING

Posting photos and videos is Instagram’s biggest selling point, but with sharing images comes risks. A photo which includes landmarks in the area, their school uniform, street name, house and even tagging in the location of the photo uploaded to Instagram can expose the child’s location, making it easy to locate them. If their account is not set to private, anyone can access their account and see their location.

LOCATION TAGGING

Public locations can be added to a user’s photos/videos and also to their stories. While this may seem like a good idea at the time, it can expose

the location of your child. This is particularly more of a risk if it is on their story, as it is real time.

HIJACKED HASHTAGS

Like Twitter, hashtags are also an extremely prominent tool in Instagram and with that comes dangers for your child. One person may use a seemingly innocent hashtag with one particular thing in mind, and before you know it hundreds of people could be using the same hashtag for something inappropriate or dangerous that your child certainly shouldn’t be exposed to.

INSTAGRAM TV

Instagram TV works similarly to YouTube. Users can watch videos from their favourite accounts on the platform, or create their own channel and post their own videos. It’s important to note that anyone can create their own Instagram TV channel and you don’t have to be friends with a person to follow an account and watch their videos. Ultimately, features are encouraging users to spend more time on the app, therefore it’s important to set time limits and ensure their devices are not disturbing their sleep and performance at school. Page 41


What parents need to know about... CONTINUED

REMOVE PAYMENT METHODS

If you are happy for your child to have a card associated with their Instagram account, we suggest adding a PIN which needs to be entered before making a payment; this will also help prevent unauthorised purchases. This can be added in the payment settings tab.

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www.nationalon


RESTRICT MESSAGES

If your child’s account is not set to private, anybody can message them and reply to their stories. If they do wish to keep their account public, we strongly recommend changing the message reply settings to restrict who can message them

USE A PRIVATE ACCOUNT

By default, any image or video your child uploads to Instagram is visible to anyone. A private account means that you have to approve a request if somebody wants to follow you and only people you approve will see your posts and videos.

FILTER INAPPROPRIATE COMMENTS

Instagram announced that they now have an ‘anti-bullying’ filter on the app. This new filter hides comments relating to a person’s appearance

nlinesafety.com

or character, as well as threats to a person’s wellbeing or health. The filter will also alert Instagram to repeated problems so they can take action against the user if necessary. This is an automatic filter, but it can be turned off. Make sure this is turned on in the app’s settings.

TURN OFF SHARING

Even though this feature will not stop people from taking screenshots, it will stop others being able to directly share photos and videos from a story as a message to another user. This feature can be turned off in the settings. We also recommend turning off the feature which automatically shares photos and videos from a story to a Facebook account.

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Wide Horizons High Aspirations

Warlingham School Warlingham School is part of the Tandridge Learning Trust Address: Tithepit Shaw Lane, Warlingham, Surrey, CR6 9YB Tel: 01883 624067 Fax: 01883 624026 Email: info@warlinghamschool.co.uk Website: www.warlinghamschool.co.uk

Profile for Warlingham School

Warlingham News - June 2019  

Warlingham News - June 2019