Careers, Work Related Learning and Enterprise Education at ... · CV’s, job and UCAS appli-cations. The Personal Advisers who are becoming familiar faces around the school are Nicky

H2U

Excellence by Design and through Innovation

Contributors : H.Finch, C.Stone, Hannah Elkins, Holly-Beth Hassall, Aimee Falla, Lucy Walker, Payge Cooper, Emily Bralee, Kathryn Marks, Lewis Payne, M.Yapp, N.O’Connor, Rebecca Melville, Georgia Wright, Theodor Turner, Sam Cummings, John Slattery, S.Nicholls, L.Downie, Jenna Lloyd, Georgina Par-tridge, K.Berkerley, Catherine White, L.Gabony, D.Bryden, D.Smith, J.Picking, I.Burgan, W.Shaylor, M.McGrath, Chrissie Dow, N.Jobbins, M.Webber, A.Karanja, Elly Kelly, Ellie O’Hare, Margaret Sheekey, N.Campbell, J.White, L.High, Jack Case, John Mather, T.Barnes, Yvonne Surman, G.Hughes, W.Edmunds, Rachael Benson, G.Wilson, B.Trevorrow, H.McMillan. Editorial/Production Team: P Coughlan, M Gower, L Gabony, S Bagshaw, J Potts, J Coleman.

The Credits

Careers, Work Related Learning and Enterprise Education at Highcliffe School

There is a statutory re-quirement under Section 351 of the 1996 Education Act for the school to pro-vide a balanced and broadly based curriculum which ‘ prepares students for the opportunities, re-sponsibilities and experi-ences of adult life, which includes preparation for working life. ‘ The school is commit-ted to maximising the benefits for every stu-dent as part of the government initiative of ‘Every Child Mat-ters’, in the develop-ment of a whole school approach to work-related learning. The school recognises that there should be some work-related learn-ing for all students, and more for some. The school wishes to promote work-related learning as part of

the learning entitlement for all students and as a means for learning ‘about work’, learning ‘through work’ and learning ‘for work’. Work-related learning has an important contribution to make to the education of all our students in order for them to make an effective

transition from the school to adulthood and employment. So that students are able to make this effective transi-tion the school provides a wide range of opportunities

for students to learn, about, through and for work in a range of contexts Work-related learning is concerned with those planned activities that use work as a context for learning or illustrate as-pects of working life. The school encourages innova-

tive approaches to work-related learning in order to motivate stu-dents and to raise stan-dards. The accredita-tion of students’ achievements in work-related learning has an important role to play in supporting the school’s objectives. The main purpose of work-related learning is

to provide students with a range of activities as part of a balance and inte-grated curriculum. The work-related learning and enterprise opportunities

“I believe in using what you have, instead of mourning for that which you do not. In thirty years time, I want to be able to look back at my youth and know that I used my talents fully: that I wasted nothing”

A former Highcliffe Sixth Former

Page 2 H2U, Vol 7 Issue 3 - January 2008

provided by the school are included in individual sub-jects, vocational qualifica-tions, PHSE, careers edu-cation and guidance, and work experience. The school has recently made a huge commitment to all aspects of the deliv-ery of this student devel-opment area and a whole range of new initiatives have been launched, in-cluding the hugely suc-cessful Partnership Con-vention, achieving Stage One of the Investors in Ca-reers award and being in-vited to becoming a ‘spoke’ school for the Specialist Enterprise Education Net-work. We are sure that you will enjoy reading about these and many other activities in this special, themed edi-tion of H2U.

Mrs Finch Curriculum Leader:

Careers & Work-Related Learning

portunity for representa-tives of the agencies to meet together and catch up on all the good work and new projects that are being developed in the area. Feedback from parents and our multi-agency col-leagues was extremely positive and the unani-mous verdict was that this event should be re-peated in the future. The hall was certainly busy and even the students found going round the stalls collecting informa-tion and talking to the representatives was an interesting and useful ex-perience.

New Initiative—Partnership Convention

On 27th November we were pleased to hold our first Partnership Convention, an idea which grew from a small idea and blossomed into a huge team effort. We were fortunate in that many of the partner or-ganisations that work closely with school were able to join us and share with parents, governors and invited guests the dif-ferent ways they help Highcliffe School students. It also proved to be an op-

I would like to thank eve-ryone involved in this event and I look forward to the next convention as I believe that “Every Child

Matters” and this evening helped all of us, adults and students, take time to consider the 5 im-portant

strands of ECM (Being Healthy, Staying Safe, En-joying and Achieving, Mak-ing a Positive Contribution and Economic Wellbeing) and how we all work to-wards the same aim.

Report by Mrs Stone Team Leader:

Student Development & Effectiveness

Highcliffe School is proud to be the holder of the Stage One certificate of the Investors in Careers award. Ray Pearce and Martyn Jewell from Con-nexions formally pre-sented the certificate to the school during a staff meeting in November, af-ter a portfolio of evidence had been submitted to prove the school’s com-mitment into improving Careers Education and Guidance for all students. The Investors in Careers supports the Every Child Matters white paper by contributing significantly

to at least 3 of the out-comes – enjoy and achieve; make a positive contribution; achieve eco-nomic well being. It also supports the 14-19 educa-tion and skills implementa-tion plan which identifies quality CEG as a high pri-ority for young people to make successful transitions through learning and into employment. The process will also cover the wider curriculum by covering personal development learning, work-related learning and enterprise. The staff will also benefit as the award encourages professional development in the delivery of CEG. The school has successfully shown a strong commit-ment to achieving the In-termediate Certificate

Investors in Careers—

Recognition Begins

H2U, Vol 7 Issue 3 - January 2008 Page 3

(stage 2) and the full award (stage 3), and will be working towards a se-ries of performance indica-tors, or ‘success cri-teria’. The school will have to provide evidence that they meet each of these performance indica-tors. This can be done via both writ-ten evidence, held in a portfolio, and through observa-tions, presentations and discussions with staff and students. An independent, ex-ternal assessor will visit the school twice over the next 18 months to talk to various people within the school, including the head teacher, tutors, governors and students. When the assessor is satisfied that the standard has been met the school will go before the Investor in Careers panel to present their ca-reers programme or an as-pect of it. If we are suc-cessful in achieving the full Award, it will be held for 3 years with support pro-vided in maintaining the standard until re-assessment is due. Highcliffe School and Connexions An important aspect of the Investor in Careers is a successful working part-nership with the local Con-nexions team that sup-ports the school’s CEG pro-gramme. Connexions is a government-funded ser-vice to work in partnership with every school to pro-vide young people aged 13-19 with impartial infor-mation, advice and guid-

ance about all aspects of school and personal life. The Connexions staff can give advice on options,

careers, transitions and training on a one-to-one basis but also offer sup-port in PHSE lessons for work on interview advice,

CV’s, job and UCAS appli-cations. The Personal Advisers who

are becoming familiar faces around the school are Nicky Swaffield and Dave Sherwin who are available for individual, confidential appoint-ments in and out of school. There is a gen-eral ‘drop-in’ session each Monday lunch-time, held in the new Multi-Agency Office, (the old 6th form office). Alternatively you can request an appointment using a referral form

from tutors or student sup-port.

Report by Mrs Finch

Enterprise Education

Enterprise education means that there are learning opportunities that help and develop the ATTITUDE, SKILLS and KNOWLEDGE of the en-trepreneur. Adopting a ‘can-do’ approach to all aspects of life. We are delighted at Highcliffe School to have been se-lected to become an en-terprise ‘spoke’ school and part of the Schools’ Enterprise Education Net-work (S’EEN). The ‘hub’ for our area is Avon-bourne School who has Specialist School status for Business and Enter-prise. The new role will include working with the South-West Network to develop and share teach-ing and learning leader-

ship resources and prac-tices. It is hoped that this will help to embed an en-terprising culture in our schools and can respond to national guidance and pol-icy for enterprise educa-tion. It will also help to develop effective methods of assessing enterprise learning and have robust systems in place for moni-toring and evaluating its development. There are plans for inter-school busi-ness/enterprise competi-tions and to develop new enterprise initiatives in school that could be deliv-ered in Activities Week. Staff from Avonbourne School will be visiting Highcliffe to share good practices in teaching Busi-ness and Enterprise, and


seeing how to build on the work that is already flour-ishing in this curriculum area. There is also a new initia-tive to incorporate an en-terprise element to the ex-isting Highcliffe Challenge so students can be re-warded for enterprising ac-tivities. At Key Stage 3 there are 5 main enterprise themes: communication, personal finance, teamwork and leadership, the economy, and enterprise activity. These are delivered through whole school events, activities week, PHSE and various curricu-lum projects. There is provision for the statutory 5 days worth of enterprise activity in the curriculum at Key Stage 4. These allow students to experience risk-taking, coping with change, taking responsibility for their own actions and developing a determination to succeed. At Highcliffe we already believe in a holistic ap-proach to Enterprise Edu-cation with each curricu-lum area having a role to play in developing and de-livering enterprise capabil-ity. There are also extra-curricular enterprise op-portunities where students are able to make valuable contributions to school life in different teams, con-certs, competitions and school productions. Social enterprise has been a strong theme in High-cliffe for many years through participation in the whole school walk, the an-

nual Rotary shoebox ap-peal and other charity work where students generally take the lead in fund raising and deciding on the beneficiaries. The articles that follow are a celebration of the enterprise education in Highcliffe that is going from strength to strength. Enterprise Week at Highcliffe School Enterprise Week is a gov-ernment-backed initiative to prepare the next gen-eration with entrepreneu-rial skills to keep Britain on the cutting edge in global business. The campaign is all about encouraging young peo-ple to have a ‘can-do’ at-titude and the drive and confidence to make an idea happen. It provides a focus for enterprise activities in schools and the work-place and for the second year running, Highcliffe School was able to make a significant contribution to the events listed on the Enterprise Week reg-ister. Many of the initiatives were based on Social En-terprise, where enterpris-ing ideas are used to raise money to help oth-ers. The Shoebox appeal was already underway, the Trading Game had taken place the previous week, there was the Make Your Mark Chal-lenge, whole school PHSE session on the Enterprise theme.

In the Sixth Form there was a well attended ca-reers morning, and the hugely successful Children in Need show. A show that was organised and pro-duced by some 6th form students. We really did ‘Make Our Mark’ - again. Make Your Mark Na-tional Enterprise Chal-lenge. On Monday 12th November, a team of 6 students from each tutor group in Year 9 were invited to work off-timetable to participate in a national enterprise event. The Make Your Mark Challenge is a one-day en-terprise competition that runs simultaneously in schools, colleges, universi-ties and the work place. It serves as a focus for young people to use their creative and problem-solving skills to answer a specific chal-lenge. This year it was ‘make it pay in a globolocal way’. The aim was to come up with an original product or service that might make money for the individual or a particular or environ-mental cause. The chal-lenge focused on the en-terprise, innovation and creativity of the teams who had only 4 hours to com-plete the challenge. The hardest part for each team was agreeing on the initial idea. They then had 4 dif-ferent ‘action stages’ to fulfil: 1) To describe their ideas on a single sheet. 2) To produce a money-matters document outlin-ing cash-flow and any pro-jected profit. 3) To outline competitors. 4) To prepare a presenta-tion to pitch and sell their idea.


All eight teams worked re-lentlessly on the challenge and by 2.30pm they were ready with their ideas and presentations to show the guest judges – Mr O’Con-nor, Mr Hughes, Mrs Stone and Mrs Finch, plus 3 Year 13 Business Studies stu-dents. It was a very ‘Dragon’s Den’ scenario – each team had 5 minutes to pitch their idea. There was a variety of ideas – ranging from a Rainforest Aware-ness Day, to a portable so-lar-powered charger for all today’s electronic gadgets. However, the winning team had the idea of an enterprising scheme that could unite all schools in Britain in a ‘globolocal’ project, using recycled plastics to make basic maths equipment for poorer schools. The ‘Ready, Set, Recycle’ team thought of allowing stu-dents to get involved in the production of the equipment, using basic in-jection moulding technol-ogy. Each school could buy a machine using the existing supermarket voucher scheme to make it affordable and it also had the advantage of embed-ding enterprise education in schools. The girls from 9.7 came up with a catchy song to start and end their presentation that helped to secure their victory. The team from 9.7 not only won the inter-tutor challenge and their entry being submitted to the regional finals – they were the proud recipients of the all-new Highcliffe

MYM challenge Regional Finals

On Friday 23rd November we went to Exeter to take part in the regional finals of the Make Your Mark Chal-lenge. We presented our answer to the brief – ‘Make it pay in a globalocal way’ and our idea was all about a

national social enterprise scheme. We competed against 10 other schools from the South West region,

and the teams were all older than us.

We were the 4th school to make their presentation and no other school had the ‘wow’ factor of an original song

to start and finish the pitch. We were also the only school to keep to the strict timing allowance of the pres-entation. It was a nerve-wracking experience and we had really tough technical questions from the panel of

judges.

Overall we came fourth in the afternoon session of the regional finals and we all thought this was a great

achievement and actually we had a fantastic experience and day out – plus a Make Your Mark bag of goodies! We would like to thanks Mrs Finch for all her hard work and Keith for driving us to Exeter. We also hope that next year’s team are as successful as we were in get-

ting through to this stage in a national competition.

The Team Hannah Elkins, Holly-Beth Hassall

Aimee Falla, Lucy Walker , Payge Cooper, Emily Bralee

All in tutor Group 9.7


Enterprise Challenge cup. You can read about their experience at the Regional finals in the box. Year 9 Geography and Social Enterprise Last term Year 9 Geogra-phy students learned about Development. Covering the differences between MEDCs and LEDCs – or More Economically Devel-oped Countries and Less Economically Developed Countries. We also looked at the difference between relative and absolute pov-erty, the benefits of world trade and problems of globalisation, and the rea-sons behind the trade gap between poor and rich countries. The unit also studied the Millennium Development Goals set in the year 2000

by nearly 200 countries round the world in an effort to make the world a better place. Year 9’s looked at the progress and limits be-ing made regarding issues such as infant mortality, lit-eracy rates, maternal health and com-bating seri-ous dis-eases such as HIV and ma-laria. The Trading Game was a way to reflect on the unit as a whole and coincided with Enterprise Week – with a fo-cus on Social Enterprise. The world economy is a

hugely complicated balanc-ing act, controlling more or else everything in the world. A system where making the right decision means the difference be-tween financial security or misery for millions. The

aim was to highlight how some coun-tries will re-main poor if the richer countries do not take some respon-sibility to make changes for humanitarian

reasons rather than ones based on profit. The Trading Game The aim of the game is to make money by producing,

Trading Game—Student Responses ‘By playing the Trading Game I learnt a lot about how countries have to struggle on what the resources they have. I noticed that many of the countries were deprived of the basic needs to make the shapes. The Game was trying to show us how hard it was for some countries to get by with what they had. The team I was with was Malaysia and all we had to start off with was paper and £200. We traded our paper and money for resources. The changes to the value of shapes was annoying at times and we were not very successful, the highest amount of money we cashed in was £300, but by the end we only had £100 due to being fined.‘

By Kathryn Marks ‘The Trading Game was a fun yet educational activity which taught us about the world’s economic system but in an interesting way. I was in the winning team of Tanzania. We were quite a poor country and we only started with one pencil, one piece of paper and £200. We had to trade what little we had to get the right equipment to make the various shapes and then cash them in at the World Bank. We were good at trading with other countries and we managed to get our country out of poverty and further up the economic system.’

By Lewis Payne


and selling different shaped paper, the catch being different shapes are worth dif-ferent, fluctuating amounts. Students were ran-domly al-located a country and each country had a box of re-sources and raw materials in the form of paper, scissors, pencils, compasses, set squares and protractors. The allocation of resources in each box reflected distri-bution in real life with cer-tain countries having more paper (i.e. raw materials) or scissors/protectors (i.e. tools). So with nations like the USA and Britain trad-ing their excess tools with less industrialized nations such as such as Malaysia and Bolivia for raw materi-als the game began. Mrs Finch took on the role of the World Bank where each nation cashed in their shapes, and Ms Kennedy was in charge of the ‘business news white board’ - deciding the amount paid for each shape on a supply and de-mand basis. Unfortunately the game was realistic with stealing and corruption taking place among powerful nations. As judge, Ms Kennedy was able to fine nations caught in any under-hand behav-iour and those responsible for industrial pollution (paper scraps on the floor), which proved costly

to many countries. Also as world leader – Ms Kennedy was able to rep-

licate bi-ased trading relation-ships with cer-tain countries being moved to the back as they queued for the

World Bank, or shapes being rejected for slight imperfections. Surprisingly, Tanzania won the competition in the second session de-spite being a less eco-nomically developed country, through effective trading and teamwork. In the end Ms. Kennedy and the Geography depart-ment should take the credit for creating an in-teresting (and fun) way of showing the supply and demand economy in action. Year 9 Careers Educa-tion and Guidance – Skills Festival report ‘What do you want to do when you leave school?’ – is the million-dollar question that is usually asked young people when they get to Key Stage 4. This is because having a career plan or

ambition can often influ-ence decisions made about which subjects are chosen for GCSE’s and further education. For many stu-dents this is a tough ques-tion to answer, however the key message is not to panic as most young peo-ple don’t know what they eventually want to do, and many will change their minds as they go through their school years. Most students know what they don’t like doing at school, and what they really enjoy but there are so many possibilities, many of which haven’t shown themselves. But as the current Year 9s come to the end of their Key Stage 3 studies they will be going through the proc-ess of choosing their op-tions for Key Stage 4 and it is a time of crucial deci-sion making, as their choices could shape their future education and ca-reer paths. In October, a total of 102 Year 9 students attended the Dorset Skills Festival, held at Kinston Maurward College in Dorchester. This popular event run by Dorset, Bournemouth and Poole Connexions Service, provides young people with the opportunity to look at the different voca-

tional choices available to them when they leave school and to give them some ideas about careers they had not previ-ously con-


sidered. The Highcliffe stu-dents made the most of visiting the 8 different vo-cational zones and looking at the hundreds of exhibits and activi-ties that were on offer. The zones were En-gineering, Construc-tion and Motoring, Art and Design and Me-dia, Hair, Beauty and Health, Retail and Fashion, Tourism and Hospitality, Business and ICT, Land based industries, and Armed Forces. It was truly a hands-on ex-perience in every sense of the word. There were op-portunities to have hair and nails done – as the photos show, the retail and fashion section allowed us a moment of fame on the catwalk with the colour

purple making a comeback! The climbing wall was a key attraction as was the Armed Forces zone where students could learn about the differ-

ent ca-reers within the Army as well as handling the guns, trying a helicopter simulator and sit-ting the armoured tank.

There were too many activi-ties to list individually but students had the opportu-nity to design their own T-shirts, change nappies, groom horses, milk goats, make bricks, engrave stone, eat crepes, write a newspa-per article, make town plan-ning decisions, change tyres, and program robots. There was something for everyone. It is hoped that the Year 9

students who attended will have a clearer idea of the range of vocational oppor-tunities available to them and may provide some useful guidance as they make their option choices during this year. It is worth noting that most students at the Skills Festi-val from other schools were in Years 10 and 11, but it is felt at Highcliffe that this event is more useful for Year 9 students when making such impor-tant educational decisions. For those who did not go there is plenty of advice and guidance within the school from their tutors, subject teachers and Head of Achievement. There is also the Streets Ahead software that provides de-tails about options and ca-reers advice – this is avail-able to all students through the school net-work, and specific options guidance is delivered through the Year 9 PHSE lessons.

Social Enterprise—Students take the lead!

Make Your Mark In 60 Seconds With a focus on social en-terprise again, the school was able to take part in another national enterprise event. During Enterprise Week, the Citizenship les-sons in Key Stage 3 were used to let students watch 4 young social entrepre-neurs, via an on-line link, give a 60 second pitch to present their ideas to a panel, on how they could make a difference to peo-ple’s lives in their own

communities. The ideas were: an internet culture café in Liverpool – to help disad-vantaged youngsters keep off the streets; a youth radio station in Newcastle, for similar reasons; a community football project in York-shire – uniting people in need through sport; a theft-proof city bike store to promote healthy living and to reduce carbon emissions.

All the pitches were watched by the students who were then able to vote on-line for what they thought to be the best idea. On Thursday 14th November – national social enterprise day – the win-ning idea was revealed. With Mark Bowness win-ning £5000, to launch his idea of an Internet café in Liverpool. It was great to see the students partici-pate in a national vote – especially when the class


voted for the winning idea! The enterprise learning continued with students given the opportunity to discuss their own ideas to make a difference. There were some very creative ideas, illustrating the enor-mous potential young peo-ple have if they are given chance and the opportu-nity to make it happen. This is what Miss Kennedy had to say about her Year 7 Citizenship classes. “There are times in school when students leave me speechless and today was one of those times. The Make Your Mark Challenge in 60 Seconds was set to both of my Citizenship classes. With the video clips shown the challenge was set for the students to make their suggestions for improving the local com-munity - with just 12 min-utes to come up with a project and think about their 60-second pitch I had wondered what it was I was likely to receive. Not one group failed to re-spond - my three favourite projects were in no par-ticular order: Eco-gym where the equip-ment such as the tread-mill, cross trainer and bike would not only improve the health of the local commu-nity but produce electricity by its use which would in turn be fed back, to be used for the running of the gym - reducing its fuel bills and eco footprint. The Catering Coach Com-pany where young people in a community could over a week be taught to cook with an emphasis on health and hygiene - a

lifeskill, which could lead to employment and at the very least keep adolescents off the streets. The icing on the cake was that the students on the course would at the end of their week prepare and cook a meal for a disad-vantaged group in their local community such as the eld-erly or the homeless so that they to could benefit from the scheme. The Crazy House - voted by the stu-dents as the best scheme- a soft cell which young ado-lescents could go to in order to relieve stress, tension and anger. Youngsters hav-ing no where to go for anger management often vandal-ise their local community costing the tax payer money, this facility would help to reduce the cost and support the individual in a more productive way. The facility would also have a volunteer counsellor who would help talk through

problems and help to form solutions.” Year 7 Bring and Buy Sale for Children In Need On Thursday 15th Novem-ber the Year 7 Student Council organised a Bring and Buy Sale in the Learn-ing Resource Centre in aid of Children in Need. Stu-dents across the year group donated toys, games, videos and general items to sell. PowerPoint and poster adverts were created, greetings cards were made and cakes and biscuits were baked. By the time that the sale opened during the lunch break, the tables were groaning with items and the corridor was filled with waiting bargain hunters! They weren't disap-pointed - over the next, very busy half hour, practi-cally all the items were

Shoebox Appeal

Once again this year students, families and staff throughout the school took part in our

annual Christmas Shoebox Appeal.

Supporting our local Rotary Club, we cre-ated 263 boxes, wrapped in Christmas pa-

per and filled with presents for poor children across Europe and Africa.

By now our boxes will be well on their way to Montenegro and Tanzania, and will be sure to make hundreds of children very

happy! A very big thank you to everybody who took part.


sold at knockdown prices and lots of money was raised for charity. Every-body had lots of fun and £156 was added to the school's Children in Need appeal. Well done to eve-ryone who worked so hard to make the event such as success!

Reports by Mr Yapp The £10 Challenge– Business and Enterprise in Year 10 Enterprise Week unfortu-nately clashed with the first Year 10 modular Maths examination, so their specific challenge was introduced a week later. With inspiration for the Make Your Mark challenge success, the Year 10’s were asked to work in their tutor groups to come up with an idea that could make as much money from £10 as possible, with the profits going to a chosen charity. Examples were given to the students from the ‘Make Your Mark With a Tenner’ challenge that ran last year as part of Enter-prise Week 2006. Last year’s national competition saw young people come up with ideas that ranged from a very simple dough-nut making business, to making and selling novelty cushions from fabric rem-nants, and car washing. The challenge is a form of social enterprise and for Year 10 there will be also some inter-tutor competi-tion. Each tutor group has to decide on the best idea from the whole tutor and then submit a basic busi-ness plan, outlining how they intend to make their

money make more money. The groups will have till the Easter holidays to make as much profit as possible and the winner will be the tutor group who have the great-est increase in profit from the initial £10 loan. The groups have been told that they can borrow an addi-tional £10 if their idea needs another injection of cash to succeed. The challenge will help to encourage citizenship in terms of increasing social and moral understanding and responsibility. It will cover various elements of work-related learning as the students develop skills in assessing, undertaking and managing risks and uncer-tainty. Key enterprise skills will also be used, as stu-dents are encouraged to take the initiative, show leadership and innovative approaches to solving prob-lems. Look out for reports about some new and interesting moneymaking schemes in the New Year!

Report by Mr O’Connor and Mrs Finch

“Children In Need” 2007 It comes to that time of year again, when we all do our bit for charity. This year, Highcliffe School presented the “Children In Need 2007” production, involving stu-dents and staff displaying their musical talents. Brought to the audience by the Directorial Team and Highcliffe Sixth Form, the show was performed on the evening of Friday 16th No-vember, all in aid of creating better lives for disadvan-taged children across the

UK. The team had been working on production for months previously, plan-ning lighting, set design, sound, and of course, re-hearsing the talent for the big night. Kicking off the show was a musical regular, David Levesley. Opening a show can be hard but he did it fantastically, involving the audience to clap and sing along to Robbie Williams “Let Me Entertain You”. There was a range of mu-sical genres throughout the night to suit everyone’s taste – pop, soul, jazz, rock and self-composed songs. Sixth Formers Dale Fisher and Jabez Smith wrote and performed their own songs, both accompa-nied by their own acoustic guitar playing. Other acts playing their own instru-ments were David Ruff and his Quartet, Casa De Hom-bre, and multi-talented Jack Case. Sixth Form band Casa De Hombre really got the crowd on their feet, with their “Reel Big Fish” mix. The audience were singing along, tapping their feet, and even standing to dance. They were thanked by an overwhelming sound of applause, reflecting the outstanding performance they had shown. Another highlight of the night was the “Staff Band”. Selected members of staff got up on stage to do “their bit for the kids”. Mr Hughes literally blew eve-ryone away with his strong vocals, entertaining with his “dance” moves. He was accompanied by the “Highcliffettes”, Mr Dean on drums, Mr Bryden on bass, Mr Townshend, Mr Trevorrow and Miss


McMillan on sax, Mr Hill on keyboard and Mr Smith on guitar. This was truly one of the highlights of the school calendar, and let’s hope they put an appear-ance in future shows! A premiere of the staff’s mu-sic video “A Perfect Day” was also shown, creating numerous cheers and ap-plauses when a favourite teacher appeared on screen. Every copy of the video has now been sold, and there is now demand for more! Who knew our teachers had the “X Fac-tor”? Concluding the show was a whole cast performance of “Proud” by Heather Small, fronted by Laina Gould. A raffle was held during the intermission, and over 20 prizes were won. First prize was a windsurfing lesson, which was won by no other than Mrs Harris, our Textiles teacher! Other members of staff and the audience won items includ-ing wine and manicures, and Mr Dean thoroughly enjoyed winning a “Giant

Crossword”! Other than the production, children across the school were contributing to “Children In Need”, by put-ting together a “Bring and Buy” sale, held in the li-brary. Supervised by Mr Yapp, the students raised over £140 to contribute. Together, Highcliffe School have managed to raise over £1,000 for this worth-while cause, and I would like to thank everyone who contributed and supported Highcliffe School during this time. Well done to the Directorial Team, staff, cast and crew who made it all possible to create such a wonderful show, whilst supporting a charity we can all relate to. It is never too late to do-nate, you can donate all year round at www.bbc.co.uk/pudsey or telephoning 08457 332233. Thank you for your support, and we hope to see you at another successful school produc-tion soon. Report By Rebecca Melville

The reports below illustrate how 2 students spent their day. “The night before TYCTW day ’07, I was bubbling with excitement. I was just waiting and waiting for the morning to arrive therefore I could go and work with mum. In the morning I got up around 7.00am, got ready and washed and put on a fresh, smart outfit, fitting the criteria of the workers at Pennyfarthing. At 8.35am we set off to Pennyfarthing Homes, Construction Company, where I would spend the day. We arrived at the workplace at 8.50am. My mum gave me a brief tour of the place and then led me to her office upstairs; this is where I would be based throughout the day. Inside the office it was cosy and warm. My mum shares her office with two other employees, Cathy and Teresa, who were very kind to me throughout the day and provided me with lots of information. Once I had settled down at a spare desk, I got out my green work booklet and immediately set to work. My mum’s boss, Danny Ad-ams’s son Luke was also on TYCTW so we gathered our information together. We found all the alarms, safety information, precau-tions and facilities and made notes. I found out the Pennyfar-thing Homes are an inde-pendent construction com-pany who builds homes for a variety of audiences, from the retired to the first time buyers. The work-place work in depart-

Preparation for the World of Work

Take Your Child to Work ‘Take Your Child To Work’ is where the Year 7 stu-dents are take part in an activity that gives them a first-hand insight into the world of work. They are allowed to spend a day at the workplace of their par-ents (where possible) to get a taste of how working life differs from school. It also encourages them to

find out more about dif-ferent work environ-ments, the qualifications needed for the different roles within the place-ment, working hours and conditions, pay, job satis-faction. It takes places during Activities Week, in the summer term and is an important part of the Careers and Work-Related Learning pro-gramme for Year 7.


ments: Construction, who specialise in actually build-ing the properties; Land and Planning, who work with all the issues with the council regarding it’s title; Sales, (self explanatory!) and finally Accounts and Buying, who work with the money and all the queries to do with the purchasers. In my opinion the employ-ees would need sufficient knowledge in the following subjects we have at school to work their jobs to the max: technology, maths, English, geography, ICT, textiles, PE, and art. I did all sorts of things that my mum would regularly do in a working day. I completed my booklet in the morning and then in the afternoon, after a 1-hour lunch break, my mum, Danny, Luke and I went out to one of Penny-farthing’s developments in New Milton. We had site induction meeting with the site manager and then looked around at all the machinery and the em-ployees and how the site was organised. After my long day at Pennyfarthing’s I was ex-hausted. The day was much longer than an aver-age school day and work-ing my way to the site and back tired me out! My mum and I departed from work at 5.15pm and headed straight for home. The highlight of my day was learning about the workplace and the day has given me a taster of what challenges lie ahead in my future career. I enjoyed my day at Pennyfarthing Homes and would defi-nitely like to go and visit

again.” Report by

Georgia Wright 8.6 “I went to Burness Corlett Marine, Naval Architecture and Engineering. My work-ing day was very hectic as I had loads and loads of ques-tions to find out for the work booklet from school. I spent 3 hours on finding the an-swers to all the questions. That left me 2 hours to see what the employees did dur-ing their day. I designed a sailing yacht using software called Maxsurf 3 Profes-sional, which was fun. To become a marine/naval ar-chitect you have to be very good at maths and ICT. They are useful subjects to study for this job. There is no uniform, how-ever they do prefer you to wear a smart shirt and grey trousers but they are not as strict about what you wear as they are in school. The working hours are 10.00am to 1.00pm, with an hour for lunch and then 2.00pm to 4.00pm was computer de-signing. I would like to do marine and naval architec-ture when I am older. I cer-tainly preferred my day at working to going to school, as it was shorter hours and more fun – perfect for me!”

Report by Theodor Turner The Real Game During activities week last summer, the Year 8s spent a day taking part in a work-related activity called the Real Game that is de-signed to deliver per-sonal and economic well-being, and finan-cial capability. The event has been part

of the Key Stage 3 careers programme at Highcliffe for several years and is normally held in the hall and tutor bases. However, due to the school’s invest-ment in ITC, and thanks to a sophisticated rota drawn up by Mr Evans, the Year 8s were allowed access to the Real Game online. The aim of the Real Game is to give students an in-sight into the world of work, making links with education, lifestyle choices and ambitions, and realis-ing that it can be hard work fulfilling your dreams. The Game starts with the students creating their Dream Cloud – an ideal lifestyle of houses, cars and hi-tech gadgets. They are then brought down to earth with a bump when the computer allocates them a job, and a salary. Here the reality check starts as the students be-gin to see that education and qualifications do make a difference to career pros-pects (unless you are in-credibly lucky). The students were allowed time to discover more about their allocated ca-reer and compare their earnings with their peers, before looking closely at whether they could afford their dream lifestyle.


Many students had to make harsh adjustments to be able to live within their means. The Real Game also fo-cuses on establishing a work-life balance before helping students create an action plan for their fu-tures, mapping out a time-line for educational and career milestones. It is hoped that the activity pro-vides students with a focus on their learning op-portunities in the future years at Highcliffe and be-yond, to enable them to realise their individual dreams and ambi-tions. The Year 8’s made the most of the new on-line careers game, despite the summer heat, and were rewarded by an impromptu session of multi sports on the field to end the day. Many thanks to Mr Evans and all the teachers who led the game. Year 10 Work Experience The opportunity to go out into the world of work is invaluable in terms of ca-reer decision-making and is also a statutory require-ment of the work related and enterprise learning provision for all students at Key Stage 4. First hand experience is gained re-garding expectations of professional people and employers in terms of

punctuality, appearance, at-titude and initiative. Many students enjoy the way they are treated as young, capa-ble adults who can make a positive contribution in dif-ferent areas of work. Oth-ers manage to find out more about their personal skills and qualities that can some-

times be missed in a school environment. As the present Year 10s are just starting their prepara-tions for their work experi-ence programme, it would be a good time to reflect on last year’s experience. In July 2007, after many weeks of organisation and coordination, the work experience team success-fully managed to allocate a

work experience placement for nearly all the Year 10 students (now in Year 11). It was encouraging to hear that most students maxi-mised the opportunities provided by their place-ments and we received very positive reports from

most employ-ers. Many stu-dents ended up using their skills to actu-ally help the company they were working for. It was also pleasing to hear how many students were able to think and act for them-selves, show-ing the all im-portant initia-tive that em-ployers are looking for in a competitive job-market. Many ended up with (paid) part-time or summer work as a reward for their commit-ment shown during the two-week placement.

For many, work experience will help students make decisions about their fu-ture, providing a renewed drive to succeed in their studies to be able to pur-sue career goals. For those who were maybe disappointed with the ex-perience, sometimes due to mismatched expecta-tions, the placement will provide an opportunity to

Here is what Sam Cummings of 11.4 had to say about his work experience: ‘I really enjoyed my placement at Highcliffe St. Mark Primary School. The people who I worked with were really friendly and welcom-ing. The two weeks went very quickly, mainly because I never felt that I had nothing to do at any point. The people there were very impressed with me and even bought me a present for all my hard work! My advice to anyone going on work experience to get themselves involved and enjoy helping out in a work environ-ment,‘


redress any career/work aspirations and explore more suitable paths to fu-ture training or edu-cation. Report by Mrs Finch

Sixth Form Ca-reers Morning The 6th formers were given an in-sight into different professions in No-vember thanks to an informal careers morning held in the 6th form study cen-tre. Representa-tives were invited from Barclays House, BAe sys-tems, the RAF, the New Forest District Council, the Health Services, Frettons solicitors, Pettengells es-tate agents, the Bourne-mouth Echo and Dorset police. Some self-employed professionals also attended the event to discuss routes into primary teaching, physiotherapy and archaeology. The Careers morning was planned to coincide with PHSE to allow the 6th form-ers some quality time with the representatives. Many students had specific ques-tions regarding suitable university courses, entry requirements, and work experience and salary de-tails. Others had more general queries about the opportunities within the different professions, for example, learning that the Health Service was more than just nursing and offer careers in mental health, midwifery, and occupa-tional therapy too. The representatives were pleased to help the stu-

dents and many came laden with freebies. As the morn-ing progressed and conver-

sations developed it became apparent that many were former Highcliffe students who had jumped at the op-portunity to revisit their old school for a trip down mem-ory lane and reinforced the saying of ‘once Highcliffe –

always Highcliffe’. They reported that the 6th form-ers had shown maturity in

their questions and clearly had made the most of the opportu-nity to talk to people from the world of work. The feedback from the students was also positive, with the 6th formers requesting a larger venue with more professions to be represented in the future. This will re-sult in the Careers

Morning expanding and hopefully allowing Key Stage 4 students to partici-pate in what is becoming an established part of ca-reers guidance in Highcliffe School.

6th Form Careers Morning – student report. I found the 6th Form careers morning very helpful and insightful and I learned alot about some of the careers I have in mind. There were a wide variety of people and resources from many occupational backgrounds and every one of them had answers to all the questions that my friends or myself asked. It was auseful morning in terms of finding out different routes and qualifications needed for the occupations that were represented and it is good to see that so many employers are prepared to take thetime to come into our school to talk to students and help them with careers advice.

Report by John Slattery Year 12


Attention Year 9!

Key Dates for Your Diary

Student Profiles published Wednesday 30th January

Parents Subject Consultation Evening Wednesday 13th February

Key Stage 4 Progression Evening Wednesday 13th February

Deadline for Application Forms Friday 29th February

KS3—KS4 Transition

The 14The 14--19 Curriculum19 Curriculum

Diplomas A/AS Levels Pre-UniversityDegree Courses

GCSEs NVQs

The Sixth Form(September 2010 - July 2011/12)

Years 10 & 11(Sept 2008 - July 2010)GCSE Courses

Work Related LearningFast Track A Level

Year 9 KS4 Preferences(February 2008)


A/S Level Product De-sign – Visiting the De-sign Museum On Tuesday 12th November I took a group of Year 12 and 13 stu-dents to Lon-don to ex-pand their ideas for coursework development. We left Hin-ton Admiral at 8.20am and arrived at London Wa-terloo at 10am. Some commuters chatted with our students and were both fascinated and envi-

ous of the day they had ahead. From Waterloo we walked along the South Bank, past Tate Modern and the Mil-lennium Bridge. We then spent an hour and a half at The De-

sign Mu-seum to view a most inter-esting exhibi-tion by the Ar-chitect Zaha Hadid. After the students had had a chance to view

the exhibits and sketch shape and form we then began an epic tour of the City on foot. This took us out to Liverpool Street Sta-tion to see some Land-

we have studied. Our in-tention was also to show others all about the Phi-losophy and Ethics course we enjoy so much. Through this course we have been challenged to think ‘outside the box’ and develop a range of views and responses. We really enjoyed making the display and found it really useful in the run up to the mocks.” - Georgina Partridge

Report by Mrs Downie Year 10 Mock Wedding As part of our topic “Human Relationships”, our Year 10 R.E Philosophy & Ethics class put on a Mock Christian Wedding. We were all given different

Curriculum News

Design &

Technology

Humanities

GCSE Philosophy & Ethics I am proud to show off the fantastic display in Hu6 created by 11RP2 in their Philosophy and Ethics les-son. The group worked tirelessly for two hours to create the display for the revision and promo-tion of the GCSE course. Be-low is a re-port by one of the stu-dents in-

volved and a big ‘Well done!’ to all of them. “In RS we created a dis-play at the back of Mrs Downie’s room. Not only were we able to express the artistic flair within the group, but it also helped us to revise all the units

scape Architecture projects as well as the archi-tecture of the square mile.We re-turned to Wa-

terloo via Covent Garden ready to return to Hinton Admiral for 6pm. As well as being an enjoy-able day the experiences the students had has al-ready influenced the devel-opment of their course-work ideas and has given them a much broader aes-thetic awareness.

Report by Mr Nicholls


jobs and/or roles. From in-vitations, to father-of-the-bride himself, we were trusted to have it all or-ganised in two weeks. On 7th November the class-room was made over to be a church interior for the wedding of Eric [Emily with a beard] Marsh and “his” bride-to-be Alex Calder. Our priest over-saw the service, Alex Dun-can. There were bal-loons, re-freshments and even a tasty homemade cake from one of the brides-maids. A big thanks to Lucy Goddard! The service had hymns, which were sung to the best of our ability. Also, there were some rather interesting speeches as well as the traditional vows. Overall it was a beautiful ceremony, although it was only mock. Everyone had a wonderful time and after a few drinks we were all smiles. I has-

ten to add, the drinks were apple and blackcurrant squash, but we can pre-tend! We learnt a lot about how a Christian wedding cere-mony works and the beauty and importance of

one. It would not have been possible if it weren’t for a few people. To Mrs Downie, huge thanks for refresh-ments, the general or-ganising of it all and the decorations, your effort did not go unnoticed. Also another thanks to Mrs Dunleavy who loaned us some,

again interesting, attire for the event. Thank you to everyone who took part-we wish the happy couple all the best for the future! The pictures of the cere-mony and our classes em-barrassing moments are up in Hu6 for anyone who wants to take a look.

Report By Jenna Lloyd 10:3

GCSE Astronomy at Highcliffe 6th At Highcliffe we have the amazing opportunity to of-fer Astronomy GCSE in our Sixth Form programme. As a new course for 2008, As-tronomy promises to be very popular. Taught by Miss Berkeley, who has a degree in Astrophysics and is a Fellow of the Royal As-tronomical Society, the course is set to be an in-teresting subject that is widely accessible. Astronomy is one of the oldest sciences and has had a significant influence on cultural development throughout the world and astronomical ideas perme-ate every day life. Recent advances made in astro-nomical discovery through the application of science and the use of new tech-nology, especially in the realm of space exploration, further illustrate the rele-vance and value of study-ing GCSE Astronomy. If you would like to know more about this fantastic new course, please feel free to get in touch with Miss Berkeley. Physics Exam Masterclass Another year and another stretch of exam prepara-tion! It is lucky that our AS and A- level physicists were offered the great op-portunity of attending an examinations masterclass with the people who write the exams, and the people who write the textbooks! The masterclass was held

Science


at The Thomas Hardye School in Dorchester, with which the Physics Depart-ment have been building a close working relationship. The examinations in Janu-ary will be tough as always but with the extra help, we are hoping to see suc-cesses all the way around!

Report by Miss Berkeley Thorpe Park We all had to get up early to arrive at school around 7:30, then set off about 8:00. After a reasonably short coach journey every-body had caught up with their sleep and was ready to start the day at Thorpe Park. There were several objectives to the day; we were to have fun and go on as many rides as possible, and to work our way through a challenging booklet quiz-zing us about the physics behind each type of ride. Thankfully there weren’t many queues for the rides we tried to go on because they were so terrifying. However, we managed to fill in most of the questions whilst waiting in line, and in some cases it helped to take our minds off the rides so that we didn’t wimp out. The variety of rides al-lowed us to keep busy, balancing out the rides with filling in the booklets,

but not feeling too sick to stop at any point. When things got too much we would take it easy on a wa-ter ride such as Logger’s Leap, and pose for the cam-eras at the end. Because there were a lot of us there we split into smaller groups which made things quicker by far, allowing us to go on the rides we wanted and giving us more time to pro-gress through our booklets. The most challenging part of riding the roller coasters was holding a pendulum steady in one hand and us-ing a calculator in the other, taking measurements of the angle the pendulum reached

and working out the ‘G’ we were experiencing. It also gained us a few weird looks from the screeching passen-gers next to us. Some of the questions we had to answer were hard enough for us to have to go on the rides 3 or 4 times before we were sure the answers were right. Our group of 5 managed to go on the three main roller coasters a few times, includ-ing the mighty Stealth, the fearsome Detonator, (which

actually broke later in the day!), involving a 35 metre drop, and the most sicken-ing banana pendulum ride with music to match which was more uncomfortable than all the others put to-gether, (we didn’t go on it again). By this time we all felt like throwing up but had to persevere in order to complete our task. There came a point when we simply couldn’t take any more. The constant Colossus rotations and Nemesis spirals were tak-ing their toll and the thought of queuing up for one more stomach turner

induced a feeling of nausea. It seemed time for lunch and after a healthy KFC we thought it would be a good time to try a few of the more re-laxing rides, the only drawback being that you get wet. We rode the Ribena Rap-ids, Loggers

Leap and No Way Out for a while. No Way Out is a sin-ister ride through which you travel backwards in to-tal darkness. It is a roller coaster like Colossus and Nemesis, but the differ-ence is you cannot work out what is going to hap-pen next, and this is un-nerving. When our confidence had been restored we headed over to the really scary rides where we could just


as well have measured the impact our shoulders had on the safety belts. By this time we had met people from the other groups and they all had their own ideas of which were the most scary and exciting rides. In all, it seemed that Samurai and Slammer were the worst though (in a good sense). Samurai spins in about 3 different ways and makes you feel helplessly sick. There was never much of a queue for this ride. Slam-mer rotates vertically, changing direction and travelling very fast. The calculations we had for Slammer introduced new equations and ideas. These seemed complex until you tried the ride and under-stood what was actually going on by feeling it. It was time to get back to our papers and observe some of the rides from a distance, working out things like the amount of water a cart the size of a bus throws into the air af-ter a 25 metre descent, and the height the water reaches. Some of the group, (those with rain-coats), went on the rides whilst the others stayed dry and tried to answer the questions. There were many other rides but they were the same type of thing, just different speeds and heights, etc. This makes a big difference when you’re on them but, in terms of physics, the same rules apply. After testing all the rides out, and doing what was

needed on the question sheets, we hadn’t much time left so we headed back to the meeting point and changed our sopping wet clothes for the coach ride home. All in all it was a great trip which gave us a clearer un-derstanding of how physics applies to just about every-

thing, and this made it easier to ‘see’ how things work. It made the topic that we are currently studying in physics, ‘movement and change’, a lot more interesting, and actually feeling the forces involved, (e.g. ‘G’), made it much more understand-able. Report by Catherine White

Biology Competition

Can you name the 4 items below?

Winning prize is a £15 CD voucher

Answers to the Biology team via the Science Office


Poetry teaching at Highcliffe praised by Ofsted Parents may not know but Ofsted, in addition to its headline-grabbing whole-school inspections, also comes in to schools to look at very specific issues. Be-low is a seg-ment of a press release issued re-cently by Of-sted in rela-tion to a re-port it pub-lished on the teaching of poetry. We are sure you will find it of great interest. “Highcliffe School in Christ-church has been judged outstanding for its poetry teaching and has been highlighted for its good practice in a new Ofsted report published today. The secondary school is

one of 86 schools surveyed for a new Ofsted report on poetry. Inspectors praised in par-ticular the school’s ‘Bookies’ club. On the day it was vis-ited by inspectors a lunch-time reading and poetry

session was attended by 15 pupils and four adults. They com-mented that the session was marked by an impres-sive enthu-siasm for

poetry and was very evi-dently enjoyed by all. Mem-bers of the club read their own poems and commented on each others’ in a very supportive manner. Inspec-tors felt it was an excellent way of getting pupils to think about wider issues and their contributions were thoughtful and incisive, as

well as being well valued by the adults present. Judith Potts, Headteacher, said: “We are delighted that the good work on poetry which we value so much here at Highcliffe has been recog-nised. The importance we attach to poetic expression and appreciation is under-lined by the fact that we publish a poetry anthology each year which contains an inclusive range of the poetic creative work pro-duced by our students.” Highlighting examples where schools have suc-ceeded in enthusing and engaging pupils in poetry teaching, Ofsted’s report evaluates the strengths and shortcomings of po-etry in schools. It also re-veals that pupils often have a limited experience of classic poems and po-ems from other cultures and traditions.

English

The Award-Winning Bookies

Do you like reading and discussing the books you read? Are you in Year 7, 8 or 9?

Then come and join us for fun and an informal chat in the library, Wednesdays every week A at 1.45pm

Find out about exciting books to read, try different authors and, now that we are part of the Carnegie shadowing scheme, post

your book reviews online.

Come along and join a winning team!!


The report found that po-etry teaching is at least satisfactory in all 86 schools visited and good or very good in around two thirds. However, the report also revealed that poetry was weaker than the other as-pects of English inspected, suggesting that poetry re-mains an area for develop-ment in many of the schools surveyed.” The full report, Poetry in school: A survey of practice, 2006-7, can be

Literacy—Prefixes

1.Fore means in front of or before: What are the following words that all begin with the prefix fore?

a/ a prediction about the weather is a ................. b/ the part in front of your brain is .......... c/ you see something before it really happens……………..

2. Inter means between Give the word for these definitions (They all begin with inter)

a/ Between nations - ................................ b/ Where you change motorways - .................... c/ To ask questions an get answers to see what someone thinks - .............................

accessed on the Ofsted website at www.ofsted.gov.uk . Congratulations to all the staff and stu-dents involved.

Report by Mrs Gabony Literacy News Spelling - Prefixes Over the years, English has used a number of ways to make new words to express new ideas or to build up vocabulary. One of these ways is the use of prefixes. Explanation: Look at the following word: disap-

point. It is made up of two parts: dis + appoint. Ap-point is the root of the word. Dis is its prefix. The important thing to remem-ber is that the prefix never changes its spelling. So disappoint is always one "S" never two. Each prefix also has a meaning that can help us work out the meaning of words. Have a look at the box. Can you guess what the words mean using the prefix to help you?

Report by Mr Bryden


Making sense of sensors During this term, Year 8 ICT students have been studying sensors and data logging. We are very fortu-nate to have a par-ent and friend of the school Nick Stone, who works in this field with local company Data Track. He kindly offered to visit Year 8 lessons and demon-strate how ICT is used to measure and record a wide range of data. At the front of the class, Nick arranged a variety of sensors and recording equipment. This was con-nected to his laptop with results being displayed on the digital projector. In one experiment he asked a number of students to hold a temperature sensor each and see who could raise the temperature the fast-est. The prop that raised the most interest was a freeze spray that with one blast sent the temperature plummeting to -20 in a split second. During discussions in les-sons we have looked at the vast range of sensors that

surround us on a daily ba-sis. From streetlights, to fire alarms, to central heating thermostats; our daily lives are monitored and supported by sensors. Nick’s talk helped bring to life how the data gathered

by these sensors can be harnessed to control technol-ogy and analyse and pre-dict trends. The ICT staff and Year 8 Students would like to thank Nick Stone and ‘Data Track’ for their sup-port with

these talks.

Report by Mr Smith & Miss Picking

Paper 2: calculator Thurs 10th January Mental arithmetic: week beginning 8th January Year 10 Module 1 resits (Booster sessions will be available) 3rd March 2008 Year 11 Module 1 and 3 resits (Booster sessions will be available) 3rd March 2008 Year 11 Examination 50% of GCSE (Booster sessions will be available). Module 5 Non calculator is very early,Monday 19th May 2008 am. Calculator paper, June 2nd 2008 pm. Fantasy Football—Christmas Update. Congratulations to Year 7 student George Boulton (Boulton’s Babes) who cur-rently leads the student standings with 120 points. As for the other year groups: Year 8—Milly McCarthy (Witches Wonderers = 1) 103pts Year 9—Jack Swinnerton (LEEDS UNITED FC) 103pts Year 10—Mitchell East (Held High Head) 111pts Year 11—Jamie Stanbury (Spurs FTW) 81pts Year 12—Tom Prodomo (Proddy’s Pros) 107pts. It must be said that all of these are chasing Mr Job-bins whose ‘Supa Saints’ (he wishes) are at the top of the standings with 126pts.

Report by Mr Burgan & Mr Shaylor

ICT

Mathematics

Mathematics clubs Drop in for GCE A level Monday lunchtime. Puzzle club, chess and all other board games Friday lunch all welcome. Please make sure you put the following important dates in your diary. Year 9 Mathematics Mock Paper 1: non calculator Tues 8th January


Bronze Arts Award Success In the photograph are the students who recently com-pleted their Bronze Arts Award. They have now all been moderated and, we are pleased to say, have all

passed. The students in question are - Aimee Falla, Samantha Wiles, Charlotte Boulton, Holly-Beth Hassall, Hannah Elkins, Francine Boot, Emily Bralee. Report by Mrs McGrath Dance Festival The Christchurch and Pur-beck School Sport Partner-ship Physical Activity to Mu-sic Festival took place at Two Rivers-meet Lei-sure Centre on 14th No-vember. A group of Years 7,8 and 9 stu-dents per-formed a dance along with all the primary, middle and secondary schools in the Partnership. Highcliffe also led the cool down for all the schools at the end of the festival. Tumbling Success On Sunday 25th November, five Highcliffe school stu-

dents ranging from Year 9 to Year 13 went to the Schools Team Tumbling Competition in Poole. The team consisted of Steven Dow, Jessica Rajska, Holly-Beth Hassall from Year 9, Sofia Constanti-nou from Year 10 and Chrissie Dow from Year 13. It was a day of high tension and excitement for competitors, coaches and parents alike. In this year’s Schools Tumbling Competition there was the highest number of entrants ever, with 83 teams in total competing. The Highcliffe team were in the Year 9 plus category which had a total of 15 teams taking part. All competitors had 6 routines to choose from varying from a tariff of 8.0 to 10.0. Steven, Sofia, and Chrissie all did the 10.0 tariff, which consisted of a double back flick and Jessica and Holly-Beth did the 9.5 tariff routine, where they could choose to do a handspring or a single

back flick. The level of competition this year was ex-tremely high as there were so many teams competing at

such a high level. The team to beat was Bournemouth School For Girls as they had won the competition every year. The top four teams from the first round would get through to the final. In Highcliffe’s first round we were able to come sec-

ond to BSG meaning that we got through to the fi-nal. In the final every one achieved a very high score and improved from their first round but it was not enough to beat BSG so Highcliffe came in second. Sofia Constantinou was the highest scoring member of the team achieving only 0.1 less than the highest scoring member of the BSG team who is a re-nowned tumbler at na-tional 3 level and got a mark of 9.5 out of a possi-ble 10.0. It was a fun day and High-cliffe came out with an un-expected silver medal. Congratulations to the whole team and thank you to Mrs Gower for organis-ing a very successful com-petition for everyone to enjoy.

Report by Chrissie Dow Year 13

Year 7 Football Team Down To Last 64 Schools In The Coun-try! On the 12/12/07 the Year 7 football team took on lo-cal rivals St. Peter’s in the ESFA Cup to try and book a place in round 5. The game started at a fast pace with Highcliffe putting

Expressive Arts


the visitors under intense pressure. James Cooper was finding lots of space to attack their left back and put their defence under lots of pressure. Within the first 5 minutes Highcliffe were ahead thanks to a nice lob from Anthony Har-ris. Both wingers were now getting in behind their full backs to put in some good crosses, Elliott Magill set-ting up a few chances for the forwards which were either saved or put wide. Good inter play down the left side involving George Atkinson, Jack Blackmore and Elliott Magill after a free kick deep in our own half ended with a chance for midfield powerhouse Harris to add to his tally, which he did sliding in number 2. The score stayed the same until half time. The second half saw both teams exchange chances with keeper Dom Chapman making some good saves to keep the score at two nil. James Stocker coming on off the bench started to put some good passes through to create for High-cliffe but no one could find the net again. Late on St. Peter’s started to get the upper hand but came up against a defensive wall in the shape of Jareth Stub-bington and Matt Jar-vis. Time and again Jareth won the aerial battle and tackles on the floor to claim the man of the match award. The result now means an away trip Bristol to play Grange School & Sports College. A massive con-gratulations to the team from Mr. Jobbins on a job

well done!! Team: Dom Chapman, Ja-reth Stubbington, Matt Jar-vis, George Atkinson, Ricky DaRocha, Anthony Harris, James Cooper, Elliott Magill, Jack Blackmore, Tom Dy-mond, Josh Sparks, James Stocker, Simon Atkinson, Jamie Platt, Liam Bignell, Sam Herbert.

Report by Mr Jobbins Year 9 Rugby Team Win Title For Third Year Running. On November 14th the Year 9 rugby team headed to the St. Peters rugby tournament to defend their title for the second time running. They were placed in the toughest group along with BSB, Ring-wood, Winton and St. Pe-ter’s. First up was old foe BSB, the game was a hard fought contest that saw our boys win 12- 0 after good work from Harry Aston and Joe Marling. Next to be put to the sword was Win-ton, with the forwards domi-nating play to give the team a winning margin of 15 - 0. Then came our hardest game against Ringwood who

were beaten in last year’s final. They were the first team to score any points against a strong defensive Highcliffe team. The boys came through though win-ning 12 - 5. By winning the group our next opponents were Portchester who we had some inside info on as Alfie Kybert used to go there. With this the team ran riot over them securing a 24 - 0 final score. The final again saw the team up against Ringwood who were looking for re-venge. Yet again they scored a try but could not match the three that we put past them to win 21 - 7 and secure the title for the third year running. A massive well done to the whole team from Mr. Job-bins. TEAM: Harry & Adam As-ton, Joe Marlin, George Davies, Harry Busby, Sam Jackson, Ben Swain, Sam Wheeler, Will Woodfine, Oliver Lucus, Lewis Fran-cis, Ben Woodford, Will Aimson, Felix Lazenby, James Sowden.

We can now reveal that the new fitness suite is now officially called…

The Olympus Suite

Congratulations to Tom and Oliver Riley, Winners of the £20 prize. Proving that

two heads are better than one!


Rugby Year 10 v BSB – 0-10 loss Year 8 v BSB – 39-0 win Year 10/11 v Ringwood – 5-29 loss Year 8 v Ringwood – 12-14 loss Year 9 v Ringwood – 29-7 win Year 9 v BSB – 20-14 win Year 8 v Grange – 47-0 win Year 9 v Grange – 59-0 win Year 10/11 v St Peters – 10-10 draw Year 9 v Arnewood – 30-5 win Year 10/11 v Arnewood – 45-29 win Year 8 v Arnewood – 43-5 win Year 10/11 Twynham – 17-10 win

Netball Year 10 v Arnewood – 12-20 loss Year 11 v Arnewood – 15-12 win Year 9 area tournament – 4th in section Year 11 area tournament – 3rd in section Year 10 v Grange – 10-15 loss Year 11 v Grange – 23-2 win Year 8 (A team) v St Peters – 1-5 loss Year 8 (B team) v St Peters – 3-0 win Year 7 (A team) v Arnewood – 0-5 loss Year 7 (B team) v Arnewood – 0-7 loss Year 10 v Twynham – 20-4 win

Boys Football Year 11 v Budmouth – 2-6 loss Year 12/13 v Arnewood – 9-2 win Year 7 v Chilton – 3-2 win Year 8 v St Edwards – 1- 4 loss Year 7 v Allenbourne – win Year 10 (A team) v Twynham – 2-3 loss Year 10 (B team) v Twynham – 2-0 win Year 9 v Thomas Hardye – 0-2 loss

Girls Football U14 v BSG – loss U16 v Parkstone Grammar – 2-5 loss Year 7 v Branksome Middle – 2-0 win U14 v St Peters – 7-0 win

PE Results so far this Term

The PE Staff would like to thank all the students for their involvement and dedication over the term.

As always we are working together to establish Highcliffe as the premier sporting school in the region and in the top echelon nationwide!


Now that the Sixth Form is firmly established as the largest in Christchurch and achieving the best results in the local area we are very pleased to announce some new courses and de-velopments. Dance GCSE and Dance Sports Leader Awards are now a popular choice. Miss Clark has a real following for these new and exciting

courses in Expressive Arts! We have expanded into the Travel and Tourism industry with a BTEC Diploma and an A level planned. Work ex-perience abroad or with Bournemouth International Airport is a real possibility! Mr Jobbins has specific course information. The acclaimed Higher Sports Leader Award has been pi-loted with huge success and will now be launched to a wider audience. Dani Trudg-eon and Tom Riley in Yr 13

are completing the Award and have been given pref-erential offers at the most prestigious Sport Universi-ties in the country. The HSLA students are in-volved in some out-standing teaching and sport leadership activities. Mrs Webber will give you further details as required and will introduce you to the new Sixth Form and staff Fitness Suite. Business Studies goes from strength to strength with the addition of the Advanced level BTEC Na-tional Award. Mr Callear can help with further infor-mation. In the Da Vinci Centre we have graduated to the Product Design A level. Many more students are studying this subject at GCSE and the rewards at A level are endless. This complements the BTEC Di-ploma in Art Design, which is now entering its third successful year and com-pletes a full suite of qualifi-cations in Technology and Art! Please contact any member of the Art Design Technology team for fur-ther details on any course. You can of course visit the Sixth Form website or call in to the Sixth Form Office.

Reports by Mrs Karanja & Mr O’Connor

Course Updates

EXCITING NEW TYPE OF COURSE FOR 2008

There is a new A level course, which is currently be-ing delivered by a select group of Sixth Forms. We

are pleased to be able to be part of the group of Sixth Forms to offer the Extended Project Qualification,

which is research based.

It will provide an excellent insight into University style research whilst supporting A level coursework in any subject. We have been given the opportunity for 10 students to join the national pilot. Our aim is for students to develop individual community based re-search projects and will suit students from aspiring

lawyers to medics, scientists, psychologists, linguists, business and IT specialists, technologists, art stu-

dents, human and environmental geographers, earth and environmental scientists, historians, aspiring mu-sicians, theatre and dance performers, sport leaders, English, media and film specialists, mathematicians and perhaps above all philosophy and ethics stu-

dents!

Further information is imminent! If you are interested please contact the Sixth

Form Office, as places are strictly limited to 10.


Year Nine Highcliffe Girls Top Internationa-lists In Dorset ! In October we went to the Dorset Skills Fest for Connexions at Kingston Maurward College at Dor-chester. While we were there we entered some competitions involving dif-ferent skills, but we did not expect to win any.

One of the competitions we entered was an Internatio-nal Quiz. We had to ans-wer 15 questions about languages and other coun-tries. We were very sur-prised when our names were read out in assembly that we had won the pri-zes. When we met the la-dy to collect our prizes she

told us many interesting things about languages and careers in the South West, and about her own career in languages. Elly won a £20 WH Smith voucher and Margaret and Ellie won books on the French language and Eastern European langua-ges.

Mrs Rogers told Mr Camp-bell that in fact out of 200 en-tries Elly had come first, and Margaret and Ellie were joint third – no mean achieve-ment ! Mrs Rogers said ‘Highcliffe made an im-pressive sho-wing, swee-ping three of our five pri-zes.’

Highcliffe is very pleased that the international di-mension has been so suc-cessful in Dorset. Well done to our intrepid lin-guists !

Report by Elly Kelly, Ellie O’Hare, Margaret

Sheekey & Mr Campbell

The International

Dimension

The school sees its responsibilities as a Language College as going beyond the teaching of languages. It is about giving our young people a true sense of the world at large as well as their responsibilities and their opportunities within it. A vital component of this is the development of links with our partner schools whether via electronic technology or by the use of personal experience.

Proof: Highcliffe students—the most international!

Mrs Philada Rogers from the South West Regional Language Network presents the prizes to Margaret

Sheekey Elly Kelly and Ellie O’Hare

Memories of

India

The students and staff who were fortunate to be able to visit Padma Seshadri Bhala Bhavan Senior Sec-ondary School in Chennai, India have been reminisc-ing about the wonderful sights, sounds and smells which they experienced while over in India in Octo-ber 2006. We were delighted to ex-change greetings with our Indian friends who cele-brated Diwalli a few weeks ago. Sanjana Devi, one of the Indian students who visited us in the summer wished to pass on the fol-lowing message ”I had a wonderful Diwali and did enjoy this festival time. Please do pass my thanks to your family and friends and the students and staff of Highcliffe school for the greetings you sent us. I am looking forward to welcoming some students from High-cliffe School here in Octo-ber 2008.” Another stu-dent Anand Rao emailed “Hope all of you are doing well. I continue to cherish happy memories of my visit to Highcliffe. Looking forward to your visit here next year...”


Our visit to Chennai is scheduled to take place in October 2008 and I am looking forward to accom-panying the 6th Form group on a visit which gave the last group memories which will last a lifetime. Here are just a few of the comments they made on their re-turn: “the whole experience has certainly changed me – for the better.” “So hard to pick one thing – it was amazing. I have become an Indian

bore because I can’t stop talking about the trip.” “Singing the Na-tional Anthem to the whole school assembly and the

com-ments made af-terwards which in-cluded their per-ception

that we did not sing it a lot at home” “it was a brave thing to do, taking a group of us all the

started thinking of imagi-native ways of raising this money. A valentines ball is in the pipeline and I’m sure many parents, grandpar-ents,

friends and neighbours will benefit from having pre-sents wrapped, shopping done, cakes baked, cars washed, etc, over the Christmas period. If you are interested in be-ing a part of this team it is not too late. Please see Miss White in Ma6 for more details.

World Challenge—Himalayas 2010

Highcliffe School World Challenge 2009 In the summer of 2009 a group of current Year 10 and Year 11 students will be travelling to India with World Challenge. They will be taking part in a month long trip to India, the Hi-malayas and Rajasthan. The team will decide on the final itinerary over the

next 20 months. Once there, they will take turns to lead the expedi-tion. They will develop impor-tant skills

such as communi-cation and time management and will build their con-fidence and self-esteem. Over the next 20 months the team will take part in various fund raising events in order to pay for the trip. Many stu-dents have already

way to India, to see a new culture and lifestyle but it was so worth it and I will never forget it – ever. Thank you Highcliffe School.”

If any Year 11 or Year 12 student would like to find out more about the prop-sed trip to Chennai in Oc-tober 2008, do speak to Mrs Stone or Mr Campbell. The students who went last time will also be pleased to tell you more about their experiences.

Report by Mrs Stone

Trek in the Himalayas ‘Unforgettable experiences’

Improve your CV Ride a camel

Visit the Taj Mahal Live and help in an Indian com-

munity ‘The adventure of a lifetime’

Eat lots of Indian food, yum…

Fancy it?


Sustainability- a guide for young people Sustainability. It’s splashed all over the tabloids and news, and everybody seems to care about it. But what does it mean? What can you do to help? Sus-tainability means keeping the world in check for fu-ture generations- so main-taining our world and not leaving it as one huge trash heap. But how can us, the little people, help? It’s easy! 1. Recycle This is the big one, folks. It may seem pointless when it’s just your house, but by separating out your rubbish and recycling your glasses, papers and by making com-post, you’ll make a huge difference, espe-cially if everyone does it. Landfills stink up the planet and ruin the environment, so by keeping your rub-bish to a minimum you can help keep the country, and the at-mosphere, nicer. 2. Know what you are buying You may think it’s un-important, but many stores are now mak-ing a big push to-wards sustainable

produce. Make sure as much of your wrapping is recycla-ble or biodegradable as you can, and buy foods that help the environment- dolphin friendly tuna means that no dolphins we harmed to make your tuna mayo, and Penguin Books now do a whole series of classic nov-els on recycled paper, for £2 a pop! Now you can read your texts for English, and know a few trees just got saved. 3. Think about the long term When you buy your fish and chips, try not to buy cod- cod is overfished and be-sides, eating the same fish is boring. Try haddock or

plaice, of if you’re willing to be even greener, try fish like pollock or skate. Also, whenever you’re wandering about and you have a few wrappers on you, find a bin instead of just tossing them. It helps the environment and it’ll protect a few more adven-turous babies or wild ani-mals from getting hurt on your waste. So there’s a few ways you can help, and they’re all very easy. Even better, the world is always trying to help- Sainsbury’s, M&S, even HSBC are offering ini-tiatives and products to help things along. So come

In the Community

Eco-School

With plans for an allotment here at

Highcliffe we really need your help.

Do you have any unused tools?

Any old pots or trays in the shed? Any seeds or plants?

Any compost or wood?

All gardening items gratefully received.

Please leave any items at the front reception or ask your son or daughter to bring them to Miss High in Sc6.

Thank you in anticipation!


on and join in- it’s easier than you think! Jack Case Congratulations to Year 8 student Jack for a tremen-dous effort in winning 2nd place in a National compe-tition run by Recycool. He won 100 trees to be planted and a book on sav-ing the planet. You can see his winning entry in the box. I am sure you will agree that it is rather spe-cial. Tips for Christmas We all love Christmas and everything that comes with it but have you ever stopped and thought about the impact on the environ-ment? Here are some Unsavoury Christmas Facts followed by some top tips that the eco-gang have come up with • 3 million tonnes of

waste are dumped during Christmas in the UK - enough to fill 120 million wheelie bins.

• Around 1 million Christmas cards are thrown away every year.

• 83 square kilometres of wrapping paper end up in our rubbish bins each year, that's enough to wrap up Guernsey

• Christmas tree lights left on for 10 hours a day over the 12 days of Christmas produce enough carbon diox-ide to inflate 12 bal-loons

• Last year of six mil-lion Christmas trees only 10% were recy-

cled and fewer than 5% planted to be re-used next year

• 10 million turkeys are eaten every Christmas, many kept cooped up and tainted with chemicals

SO..

• Buy recycled wrap-ping paper. Send an e-card or a card for your whole tutor group

• Buy an organic tur-key or try something

different

• Don't leave the christmas tree lights on when out and switch off the tv / household lights when not in the room

• Buy a christmas tree from a sustain-able grower then plant it in the gar-den when Christ-mas is over

Reports by Miss High


PHONE CHALLENGE

Please bring your old unwanted mobile phones into school so that they can be recycled and we can raise some money.

Please give the phones to Miss High in Sc6 before the 16th January

Please turn to the Eco-Questionnaire on the Page 39.

Please fill out and return it.

Many Thanks!

“High 5” I am sure some of you will have noticed a change over the past year in the Highcliffe Residents Asso-ciation Newsletter since we changed to colour and with our new name UPDATE. This was part of the change into a Limited Company called Highcliffe Residents Association Community Interest Com-pany (HRACIC). Our new articles give us the neces-sary financial safeguards which are acceptable to the Lottery for funding and at the same time safe-guard the executive and wardens. HRACIC can now HRACIC can now own or lease buildings, eown or lease buildings, en-n-ter into commercial coter into commercial con-n-tracts and deliver services tracts and deliver services to the communityto the community. We have expanded our hori-zon inline with our new community title to include projects encouraging our youngsters to become more involved in the com-munity. The setting up of

community companies is encouraged by central government and is a cross party initiative en-compasses new ideas coming out of the depart-ment for Local Govern-ment. One of the two projects we have been working on is called “High 5” The project started its life as a Youth Shelter, which was planned to be alongside the existing building on the recreation ground. HRACIC worked closely with and has the full support from the school to ensure it was acceptable to the young people in Highcliffe and had a survey completed in school. The results from the survey indicated a Ball Park would be great as a place to “hang out” plus the conversion of a room within the ex-isting football facilities would give our new

youth workers a place to meet and mix with the young people of Highcliffe. Christchurch Borough Council worked with us and we now need to re-apply to the Big Lottery Communities Fund, since the Peoples Millions lottery fund failed to get the nec-essary votes. The school and HRACIC would like to thank all of you who did support us and voted for the project on the day. When we eventually obtain the lottery funding the “High 5” project will need extra support from all who can spare the time. We desperately need more parents to become in-volved in the HRACIC by attending our quarterly meetings in 2008. If you would like to see better fa-cilities for the youth in Highcliffe please contact HRACIC and give us your views.

Report by John Mather, Chairperson HRACIC

01425-279175 www.highcliffeonsea.org

[email protected]

Working with our residents


Introducing Mr Barnes 'Hello - allow me to intro-duce myself - my name is Tim Barnes, and I have just joined Highcliffe School in a new post of Student Support Worker for Key Stage 3, working as part of our Learning Support and Guidance Team. My new role at the school will mainly focus on the school ethos of 'Be Safe, Feel Safe and Keep Safe', and I will be working to promote posi-tive behaviours throughout the school community and beyond. Some of you may know me from my previous career as PC Barnes, having re-cently retired from the Dorset Police following 30 years service during which time I served as Commu-nity Beat Officer for High-cliffe and Walkford for 12 years, followed by approx 10 years as a Safe Schools and Communities Officer. I have a 25 year associa-tion with Highcliffe School, both professionally and personally, as my 3 chil-dren also attended this School. I am sure that the skills and knowledge I have developed over my time in the Police Service will fully equip me to achieve my aims and objectives for the future. One of my first objectives is to further develop the School's Travel Plan, trans-port arrangements, safe

routes and behaviours in-cluding the proficiency of students using bicycles and other vehicles. I would like to take this opportunity to remind parents who drive their children to and from school to kindly respect the Zig Zag 'Keep Clear' area at the entrance to the school, both before and af-ter school. These yellow

'Keep Clear' markings are intended to restrict parking, so that pedestri-ans and cy-clists wishing to cross have a clear

view. Please do not park on the pavement opposite the Keep Clear area, as this also restricts the clear view and ob-structs the pave-ment. The safety of our students - your chil-dren - is para-mount. Please help us to keep them all safe. I wish you all a Happy and Safe New Year.’

Tim Barnes Student Support Worker

Safety Online Here is the text of a letter we have recently received from the Safe Schools & Communities Team at Dor-set Police which contains information that we feel is important for parents “Dear Parents/Carers, The Safe Schools and Communities Team are committed to supporting you in ensuring your chil-

dren remain safe when us-ing internet/mobile tech-nology. As such we ask that you take a few min-utes to read the informa-tion below. This Christmas the Child Exploitation and Online Protection (CEOP) Centre are running a campaign aimed particularly at par-ents and carers given that many of you will be think-ing about buying internet and digital technologies as gifts for your children. As part of the campaign they are offering a regis-tration facility on the ‘ThinkUKnow’ website where you will be able to

receive regular updates via email over the New Year. These updates will include in-formation on new technolo-gies, emerging risks and safety tips to help keep your children safe online.

Please visit ‘What is your child doing online this Christmas’ at www.thinkUKnow.co.uk/parents May I take this opportunity to wish you and your fam-ily a very happy and safe New Year. Best Wishes Yvonne Surman SSCT Manager”

Keeping safe

Photographs on this page are from the recent ‘Cycle Safe’ event held at the school


Highcliffe described as ‘Outstanding’ in achiev-ing a National Award. A recent inspection of the school has highlighted the excellent provision High-cliffe makes for its stu-dents in relation to inclu-sion. As a result, the school has received na-tional recognition in the form of a ‘Quality Inclusion Award’. During the three day visit the in-spector met with numerous staff both teaching and non-teaching, stu-dents, parents Governors and rep-resentatives of the variety of Multi-Agency organisa-tions who support the learning and care of students. The report states that: ‘Highcliffe is a very good school, which is successfully rais-ing standards. The school has several outstanding features and many good ones. In recent years some exceptional ini-tiatives have been intro-duced. It is a happy, caring and orderly school in which all students are valued. Relationships, at all levels are very good. The school is very well led and it

benefits from efficient and effective management. Channels of communication and consultation are well developed.’ In particular, the inspector was very impressed with the way in which students util-ised the school website ‘MyHighcliffe’ adding that it was intrinsic to developing the ability of students to be-

come independent learners and in personalising their curriculum experiences. ‘The website and intranet are outstanding features of the school and do much to enhance its inclusiveness. The international links that the school has fostered and

the extracurricular activi-ties do much to broaden the curricular provision of-fered to students. A deter-mined effort is currently being made, with multi-agency support, to en-hance local community links further.’ In addition the report states: ‘Students and parents are

appreciative of the many improvements made to the school in the last five or six years, commenting on its atmosphere and additional re-sources. Students acknowledge the quality of the teach-ing they receive. In particular, they are aware that teachers ensure that opportu-nities are provided for everyone to achieve. In this re-spect the use of catch-up sessions, study plus and booster classes are

valuable additions to the regular timetabled provi-sion.’ Headteacher Ms Potts said ‘I am naturally delighted with the comprehensive nature of the inspection and the findings made by the inspecorate. There are

high...higher...Highcliffe!

As you know, we believe it is very important that we recognise the achievements made by all of the members of the school community. This applies whether those achievements are academic, sporting or social and also whether they are made in school or outside school. The more achievements are recognised, the greater the

incentive to achieve even more.

Inclusion Mark—Highcliffe ‘Outstanding’


clear indicators that High-cliffe continues to strive to ensure that all students are supported in their learning and that we pro-vide a range of opportuni-ties and experiences for all our students. This is ex-emplified by the observa-tion made in the report that….’ ‘The inclusion agenda per-meates all aspects of the work of the school and students can feel that their individual needs are no-ticed and catered for’. She concluded by stating her thanks and congratula-tions to the Learning Sup-port and Guidance Team for achieving the award which was led by Deputy Headteacher Mr Hughes.

to make sure they are able to go on any future re-wards for good progress and those that missed out have found new enthusi-asm to work hard. Apolo-gies to those who did get excellent progress reports but were unable to go, maybe next time.

Thank you again to those students on the trip for your en-thusiasm and be-haviour, it was a

pleasure to lead this trip and I hope we can have many more.

Report by Mr Edmonds

Poppy Appeal

In an astounding

performance that deserves special men-tion Omar

Sharif of Tutor Group 8.5 has raised £3028 for the poppy appeal by sell-ing poppies in the commu-nity. Well

done Omar!

Aladdin as Reward

Aladdin at the Light-house Theatre Poole As a reward for excellent progress reports 50 Year 8 students went to see a matinee performance of Aladdin. The trip was a resounding success and the students represented the school perfectly. There were plenty of songs to sing –a-long to, numer-ous “boo’s” and even a couple of “He’s behind you!!!” thrown in for good measure. The students who were able to attend are keen

Praise for Sea Cadets

Here is the text of a letter we have received in rela-tion to two of our stu-dents who are members of the Christchurch Sea Cadets. “Dear Head-teacher, As the year is drawing to a close I would like to thank you for the continued sup-port which Highcliffe School has offered our cadets. Our cadets attend the

Unit on two evenings a week, plus weekends as appropriate. I am sure that you will agree that this takes a great degree of or-ganisation and dedication

on their part. Through-out the year cer-tain ca-dets sin-gle them-selves out

for a special mention and I am happy to report that students from Highcliffe School have proved to be a valuable addition to our


Unit. We believe that it is important to keep schools informed of the progress or our Cadets and hope that you will join us in con-gratulating them. Joshua Baker (Year 10): District Pulling and Kayak comps, Unit and District boating weekends, District Specialist Training week-ends, Big boat Week, CACTO Visit, Falklands 25 and the annual Remem-brance Parade. James Arnold (Year 7): Unit Boating weekends, CACTO Visit, Annual Re-membrance Parade. The above named Cadets are a credit to both their families and Highcliffe School. Yours truly, Rachel Benson CPO(SCC) Officer in charge Christchurch Unit”

Nuffield Bursary

I am pleased to report that Felicity Andruzsko of Year 13 was lucky enough (not forgetting talented enough) to be selected for a Nuffield Bursary. Felicity carried out research over the summer at Southampton University and thoroughly enjoyed the experience. Congratulations to Felic-ity from the whole Biol-ogy Faculty.

Report by Mr. Wilson

Children in Need Fundraising Stars

Special mention must be made of Rhys Jessop and Matthew Vincent in re-spect of their excellent fund raising efforts for Children in Need.

Angling Success For Ben

Ben Woodford in Tutor Group 9.8 is not only a dedicated and active mem-ber of Orchard Lakes An-gling Club but this year has proven that he is also an extremely talented one. Here is a list of some of his achievements this year: • Junior Club Champion • Heaviest Weight of

the Year – Junior • Kennedy Cup – Jun-

ior Winner • 1st in Junior Summer

Series We are sure that we will be bringing you more news of his success in future is-sues. Well done, Ben!

Mr Trevorrow & Miss McMillan

Would like to thank everyone who gave up

their time to be in-volved in the

Highcliffe School Christmas Concert. Without you all it would not have been

such a success!


Many Thanks to all parents for their hard work in getting their sons/daughters into school with 100% Attendance in the first half of term.

Year 7

TG 7.1 – William Barker, Warwick Bray-Nicholls, Stephanie Colclough, Thomas Crutcher, Casey Davies, Thomas Doe, Alexander Field, Oscar Gosling, Joel Her-non, Samuel Lockyer, Craig Lord, Kathrine Luckwell, Jake Manqui, Harry Moore, Karrina Randall, Laura Reid, Jayde Carter. TG 7.2 – Howard Bailey, Jorja Bell, Joseph Bull, Holly Finlay, Art Gosling, Finn Heasman, Shannon Jeavons, Brendan

Kirkton, Freya Norley, Emily Paines, Jamie Platt, Demi Randall. TG 7.3 – Hayley Blackburn, Craig Dewey, Julia Donald, Tamara Douglas, Chloe Franks, Joe Hamblion, Matthew Hillyar, Aimie Hodgson, Connor Mason, Emmie McGee.

TG 7.4 – Sherrie Barrett, Eleanor Bullman, Lydia Cooper, Sarra Demetriou, Tho-mas Dow, Nathan Dreifuss, Thomas Dymond, Zoe Gilham, Craig Henderson, Elanor Hill, Ashley Jenkins, Robert Maidment, Benjamin Moore, Madeline Mor-gan, Anna Phillips, Rachael Platts. TG 7.5 – Jacob Brennan, Meryan Cann,

Aaron Ellison, Anthony Harris, Aidan Linton, Charlotte Reynolds, Matthew Jarvis. TG 7.6 – Joshua Bird, Ella Bloodworth, Jack Croker, Courtney Fereday, Kyle

Hughes, Daniel Jeffs, Zenita Li, Holly Lillington, Samuel Orford. TG 7.7 – Lewis Adams, Talisker Broadhurst, Annamaria Cassela-Hall, Daniel Cliff, Jasmine Coo-

per, Guy Day, Alexander Harris, Daniel Howting, Liam Hurd, Nicholas Jones, Louise Liddell, Nicholas Mortimer, Kirsty Munnik, Holly-May O’Callaghan. TG

7.8 – Chloe Adams, Hannah Angel, Max Barth, Bradley Chaffey, James Cooper, Rhys Jessop, Elliot Magill, Kimberley Oakley, Samantha Oliver, Michael Quinn.

Year 8

TG 8.1 – Victoria Chard, Eleanor Drewett, Logan Holiday, Ellie Keyworth, Sophie Lockley, Amber Sutton, Daniel Woods, Lewis Smith, Amy Howson, Holly Broom-field. TG 8.2 - Daniel Gilbert, Connor Jotdan, Rachel Kelleway, Jordan Lane, Hannah Marrion, Charlotte Salter, Laurence Thayne, Stefan Townsend. TG 8.3 - Oliver Anderson, Danielle Aspley-Deadman, Harry Gibson, John Gray,

Amy Linford, Oscar Matthews, Michelle Munday, Katie Powell, Alice Tabor, James Underwood. TG 8.4 - Fay Bunn, Emily-Rose Caine, Hugh Dathan, Josephine

Dear, Cory Eccleston, Annabel Howard, Christopher Lockyer, Conor Neale, Char-lotte Stone, Amy Symons, Freya Keats. TG 8.5 – Natasha Brookes, Jack Case, Nikita Caulkett, Mitchell Clay, James Dunn, Alexander Errington, James Marsh, Ella Gilchrist, Thomas Gould, Ashley King, Natalie Mallory, Omar Sharif, Patrick Sheekey, Megan Stansbie. TG 8.6 – Jazmine Burton, Zoe Elford, Philip Had-dow, William House, Rebecca Jones, George Keats, Benjamin Maglio, James

Mandeville, Emilia McCarthy, Marcus Mackenzie, William Parkes, Matthew Run-nalls, Katherine Taylor, Jack Radford. TG 8.7 - Sophie Curl, Rebecca Day,

Maddison Goddard, Alice Harrold, Helena Inman, Joshua Muir, Rebecca Swain, Rachael Harris, Madeleine Bell. TG 8.8 – Luke Adams, Alana Andrews, Jessie Blunden, Robert Clark, Alice Collinge, Alexander Collins, Zack Collins, Bethany

Elford, Niall Gallagher, Richard Gibson, Jade Harrison-Jeive, Matthew King, Mar-tin Pink, Henry Tindle, Jamie Whitcher, Kayleigh Whyte.

Year 9

TG 9.1 – Lewis Badley, Francine Boot, James Brown, Bronya Hayward, Sophie Moran, Danielle Platt, Rebekah Sirmulis, Harry Smith, Samuel Wells, Jack Wil-

Partnership with Parents—100% Attendance


kins, Stephanie Worrall, Jennifer Lee. TG 9.2 – Sian-Marie Biles, Emily Boxall, Brigit Colclough, Steven Dow, Brandon Handley, Jack Hill, Richard Hocking, Danielle Runeckles, Benjamin Swain, Christopher Tubb, Rebecca Quinn. TG 9.3 – Ellis Day,

Cameron Dunn, Lucy Hamblion, Eleanor Kelly, Kieran Little, William Read, jack Swinnerton, Megan Way, Charles Selby. TG 9.4 – William Aimson, Laurence

Clark, Luke Gates, Rebecca King, Chloe Kitcher, Oliver Lucas, Jessica Rajska, Mar-garet Sheekey, Lauren Truckell. TG 9.5 – Olivia Bull, Alexandra Ellis, Timothy

Hocking, Sorayah Lankshear, Jack Liddell, Benjamin Price, Lee Black. TG 9.6 - Claudia Fairhurst, Alice Gates, Naomi Henderson, William Holyhead, Robin Joynson, Jessica Moore, David Penson, Jessica Purkiss, Hayden Bower, James Sowden. TG

9.7 – Daniel Calder, James Cornford, Hannah Elkins, Aimee Falla, Matthew Fry, Marcus Jenkins, Thomas Mainwaring, Megan Peroni, Alex Seton, William Woodfine,

Lucy Walker, Holly Briggs. TG 9.8 – Rachel Cooper, Madeleine Daley-Brown, Oliver Forrest, Lewis Francis, Lauren Hayward, Hannah King, Matthew Langdown,

Emma Langley, Ranald McAlester, Thomas Orford, Samuel Wheeler, Isobel Worrall.

Year 10 TG 10.1 – Rebecca Allan, Alexandra Calder, Jade Cannings, Joe Smith, Alexander Spencer, Jade Woodall. TG 10.2 – Alexandra Duncan, Lucy Goddard, Arran Hem-ish, Rosina Lamb, Connor McGarthy, Hannah Vincent, Lucy Webb, Alexandra Wood-ing, Martin Fox, Joe Roach. TG 10.3 – Amanda Alexander, Fenella Courage, Isa-belle Donald, Jenna Lloyd, Paul Smith, Rachael Stone, Johnathan Swindells, Johna-

than Washbourn, Daniel White, Aaron Street, Anastasia Zuyeva, Jack Herridge. TG 10.4 – Joanna Bennet, Rachel Chance, Antonia Dymond, Lauren Parker-Perry, Annabel Smith, Adam Horwich, Leigh-Ann Chandler, Thomas Harris. TG 10.5 - Rebecca Angel, Megan Davies, Peter Hillyar, Natalie Martin, Jeremy Saunders,

Philip Sparks, Liam Flower. TG 10.6 – Philip Beal, Sophie Clarke, Holly Grisdale, Gemma Newman, Sarah Stocker, Liam Welton. TG 10.7 – Sarah Bailey, Hannah Golding, Stephen Hutt, Zoe Marrion, Aaron Munnik, James Runnalls, Elinor Sher-

wood, Thomas Smith, Molly West, Ryan Attree. TG 10.8 – Lauren Cooper, James Emmett, Carys Gallagher, Callum Holiday, Sian Murphy, Jade Southwell, Graham

Vey, Joshua Askew, Matthew Bennett, Madeleine Tindle.

Year 11 TG 11.1 – Daniel Divney, Joshua Golding, James Mainwaring, Keely McAlester, Alice

Nicholls, Ashley Rhodes, Rheann Hill. TG 11.2 - Roberta Lockett, Kiriko Lose, Sarah Morley, Rachael Pennell, Benjamin Silverwood, Matthew Taylor, Amy Ed-wards, Richard Tongeman, TG 11.3 – Adam Balson, Chelsea Cannings, Laura Fisher, Alexandra Lane, Claire Langley, Isobelle Brown, Isobelle Purdie, Adam

Waller, Hannah Khoyratty. TG 11.4 – Jessica Attwater, Christopher Banks, Jazz-min Berry, Colin Byrne, Rebecca Cavan, Sam Cummings, Samuel Lawrence, Ryan Wells, Lloyd Wheeler, Holly Wilcox. TG 11.5 – Ellen Gibbins, Joel Nazar, Jennifer

Pullen, Jack Rose, Adam Sloper, Michael Stansbie, Sophie Tubbs, Kayley Wells, Hol-lie Walker. TG 11.6 – Aaron Boyt, George Glennie, Oliver Hillyer-Riley, Stephen

Jones, Suzanna Lord, Sarah Maitland, Thomas Mepham, Aaron Potter, Aimee Ham-erston-Budgen. TG 11.7 - Jemma Day, Katy Harrald, Jenny Herrod, Rebecca

Jackson, Kelly-Ann Price, David Rowden, Kirsty Streeter, Gareth Walls, James Wat-son, Bethan Way, Katy Lilly, George Lockyer, Scott Chandler. TG 11.8— Tom

Barker, Ryan Flanagen, Megan Jones, Emily Kerr, Zoe Lumb, Charlotte Mortimer, Katherine Parker, Rebecca Salter, Jamie Stanbury, Jessica Lovelock.

Thanks Everyone—An Astounding Achievement!


Congratulations to the following students who passed

The Highcliffe Challenge last term:

Eleanor O'Hare, Emma Langley, Payge Cooper, Stephanie Worrall, Emily Bralee, Danielle Platt, Jessica Robbins, Natalie Martin, Joshua Bailey, Steven Dow, Rebecca Meyrick, Jack

Field, Lewis Badley, Becky Luckwell, Claudia Fairhurst, Robin Joynson, Samuel Jackson, William Holyhead, Zachary Tebbutt, Shelby Jones, Harry Boyle, Kieran Burgess, Keziah Leary, El-eanor Kelly, Charlotte Stone, Andrew Case, Jessica Rajska, Sarah-Lynne Robinson, Olivia Bull, Josephine Dear, Sophie

Hulbert, Francine Boot, Sophie Moran, Charlotte Boulton, David Johnson, Kieran Little.

Samantha Wiles, Charlotte Donnachie.

Highcliffe Challenge Update

Highcliffe and the Community Ecological Questionnaire

As you may be aware we’ve started work on a wildlife area and plan next spring to have events around the pond. We’re trying to develop more of an ecological ethos among our students and hope for involvement by parents and the local community. A piece of land has been allocated for vegetable growing. We now need plans and to begin work. Please provide contact details if you would be prepared to be in-volved in any way Name ……………………. e-mail address:……………………………. /Mobile:…………………… We are grateful for you spending a moment to let us know what involvement you would like and to what benefit

1. Would you like to take part in pond dips / nature surveys? Yes

2. Would you be prepared to help in the creation of the allotment?

Yes

3. Could you offer expertise in development of: • The wild life area? • The allotment?

Yes, the ……………………………………………..

4. We’ve considered hosting ecological events with guest speakers. Would you be interested in

a) Attending? Yes b) Presenting or recruiting speakers? Yes

5. Do you know anyone who could be a guest speaker?

Yes. Please give details

6. How would YOU like to see the school grounds used for the bene-fit of the community? Please detail below

PLEASE RETURN TO THE SCHOOL RECEPTION FAO MISS HIGH Sc6

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Can we take this opportunity to thank all parents who have taken advantage of the these achievement slips to inform us of the activities and successes of our young peo-ple. As ever we wish to celebrate all the achievements of the students, in and out of school. We are unable to do this without your support.

Highcliffe School, Parkside, Highcliffe, Christchurch, BH23 4QD [email protected]


Documents

Careers, Work Related Learning and Enterprise Education at ... · CV’s, job and UCAS appli-cations. The Personal Advisers who are becoming familiar faces around the school are Nicky