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Head Teacher’s Message
This week, we have been delighted to welcome back some of our Y10 and Y12
students and we are very much looking forward to welcoming more in the weeks
ahead. At the current time the guidance states we can have up to 25% of students
in years 10 and 12 in school at any one time, as well as the children of key workers
and our most vulnerable students.
To have prioritised our more practical and creative subjects in the early stages of
reopening seems to have been the right thing to do. Students have benefitted from
listening and speaking activities in MFL, composition work in music - hearing music
being created again in school this week was joyous - and the use of various
specialist facilities, such as the photography darkroom, the art spaces, and the
sports hall and fields for our supervised activity sessions.
Naturally, we were concerned about how students might adapt to school life again
following a significant period away and given that school feels somewhat different at
the current time: we really needn’t have worried! The implementation of all the social
distancing and other safety measures has gone really well with both students and
staff reporting that they are very grateful and feel safe as a result of the procedures
that have been put in place.
In lessons, we have been very impressed by the focus that students have had
throughout. In MFL, for example, despite students’ initial worries that they had
forgotten a lot of vocabulary, they worked well and clearly remembered more than
they realised!
Staff have reported that they have really missed their students and we have
heard lots of very positive comments from students this week too: ‘it is great to be
back’, ‘I’m so happy to see you again’, ‘I didn’t know you would be here to teach
us sir – I’m so pleased it’s you, my French teacher’!
Students have also shared with us that their confidence has grown tremendously
this week and that they are reassured that the work they have been completing at
home has been worthwhile and stood them in good stead for coming back. This
is fabulous news.
Although our students have been tired as they have left school each day, their
overwhelming view is that they are “looking forward to being in school again and
it is a shame it is not more often’.
Finally, here are some staff musings:
“I was really impressed by the way our students coped with the new situation around school. They were very mature. It was also just lovely to catch up with them and to hear about some of the things they have been doing during lockdown”
“I know that most students are trying their best, using technology to stay on
top of school work. I am very proud of how my classes are working, and I feel that as a Chenderit community, we are excelling.”
"What a different place Chenderit School is from when we left it back in
March. It feels like a lifetime ago. Our MFL year 10 students came back to school to sit their French exams. What a shock to the system that must have been. I was pleased to see that most of them were in school, wearing their uniforms proudly, as well as big smiles. Despite the initial awkward moments when we were all trying to make sense of the new surroundings and rules, and both me as a teacher, and them as students had to claim our "spaces" back, we quickly found our feet again, and got back to learning together. It took an instant for it all to resume, as if we had just paused for a few seconds. I even had to ask one student to turn around! Bliss. Life has resumed! Sometimes, it takes major life changing events for us to realise that our everyday normal is something to be treasured. School is the place where we learn, but also where we make friends, learn from adults around us; somewhere that feels comfortable and familiar. It's not such a bad place after all."
This week has exceeded our expectations in so many ways and we look forward to welcoming more students and teaching staff back to school in the weeks ahead.
Business Studies Year 9 Business Studies students have been learning about Social Enterprises in
preparation to write a business plan for a hypothetical enterprise. A Social
Enterprise is defined by Social Enterprise UK as “businesses that are changing the
world for the better. Like traditional businesses they aim to make a profit but it’s
what they do with their profits that sets them apart – reinvesting or donating them
to create positive social change.” Students have also been investigating local
social needs, which of course includes the needs surrounding the current
pandemic.
Supporting others in this challenging time has never been more important. We
have seen communities come together over recent months to help each other in
new and different ways. You may not be in the position to set up your own social
enterprise at the moment, but are there other ways you can help support your
friends, family and neighbours? Here are some suggestions from the Mental
Health Foundation:
Other ideas could be to:
Tell a friend or family member how much you love and appreciate them
Offer to send someone a takeaway or meal
Donate to a foodbank
Offer to share a skill with a friend via video call – you could teacher guitar,
dance etc.
Offer to support vulnerable neighbours – post positive letters or notes through
their doors to boost their spirits
Display artwork in your windows for others to enjoy
These may not be social enterprise ideas as such, but we can all take the concept
of making a conscious effort to help and support others to make a positive social
change.
PE
Good to see students using technology to assess and monitor their sports and fitness. Some of these
apps are free to download. Just search on app stores…
Most users find the information motivational, as users can track progress. This gives visible feedback
rather than a sense of feeling better and the challenges becoming easier.
Likewise it can drive users on to beat a personal target. The pleasing aspect is that users are just compet-
ing against themselves as an individual!
Awesome work by Rhys in Y8, highlighting its benefits- very impressive. Likewise top preparation, in readiness for what looks like a top drawer – tennis shot
Win books for your school!
Design a national book token worth £10 that everyone in your class could benefit
from - that’s up to £350 worth of books for your school!
You will need to use the downloadable template for your design but there is an
editable form if you do not have access to a printer. See the link for more details
and the terms and conditions.
https://www.nationalbooktokens.com/create-a-national-book-token-for-your-class
Eligible for students up to the age of 16. An adult must sign the form (this can be a
parent/carer or a teacher).
Closing date is Sunday 28th
June 2020 so get your skates on!
Good Luck!
Mrs Sivyer
ART
Another week! As our period of remote learning continues, all of us are slowly getting used to new ways of
communicating, learning and working –just in time for things to change again! Across the country,
creativity continues to bring out the best in people. Here at Chenderit, it’s been great to see how our
students have engaged with the assignments that they have been set, and how some students have
surprised themselves with what they can achieve when they invest time, effort and energy into their work.
Last week began our end of year exam season, and although this was very different to how we had
imagined it back in September, it has been clear that those students who have approached the exams
with determination and commitment have achieved some fabulous results. Every student has that
opportunity: to use this time to create work that they can be proud of. Remember- it’s what we choose to
do next when those obstacles and temptations present themselves that define our character. Whether it’s
exams, remote learning tasks, or artwork created for nothing other than pure personal enjoyment, I
continue to be so proud of all those Chenderit students who have shown themselves to be unstoppable;
those who have found things difficult, but who have persevered; those who have managed their time and
exceeded expectations; those who have practised their skills and developed their understanding. Don’t let
anything prevent you from realising your potential! Have a go today at doing something that will make you
proud…
Mr Christy – Head of Art
Examples of student work….
The Y10 Health & Social Care students have now completed their Y10 coursework. Their final task was to design and equip an Early Years setting.
Milo Short Y8 has been designing wooden ships, mostly from Star Trek, for a while now and cutting and etching them with help from his dad on his laser cutter. This requires modelling them in 3D, using software that converts the models into slices, preparing files that the laser cutter can read and then assembling the model. The photos are of the model of the Discovery from the recent Star Trek TV series of the same name.
Some examples of work Lexi Ponting Y9 has completed for her ‘Become an Expert in Something’. She has chosen Photoshop as her chosen means of doing this.
Year 9 Media are completing some excellent work on magazine analysis at the moment. Katie Cross Magazine covers by Tommy Trower
This magazine cover shows Joaquim Phoenix in the title role of Joker in the new DC film. The image is very clever because it shows the different faces of the actor with three different angles of the Joker around the main picture. The make-up is a bit scary showing that the film is from the thriller genre. The writing is clever because they have only used two colors, green and white, so that it all ties together as a theme as Joker’s hair is green and his skin is white. The camera shot used is a close up of Joaquim Phoenix and it has been chosen because he is the lead actor in the film. The picture denotes a man but suggests a split personality as it shows two different faces of the same person.
Coverline
Masthead
Coverlines
Main Coverlines
Anchor
On the first cover David Beckham is walking out of a pool so he is wet with clinging trousers and not
wearing anything else. He has a smoldering expression. This denotes to the reader that the magazine is
aimed at women because the image is sexy and shows his toned muscles. The main coverline is ‘Elle
meets Beckham’ showing how famous he is because they don’t use his first name. The image is also a
summery picture tying in with the summer coverline themes. Beckham’s head in the image fits perfectly
between two L’s of the masthead. The barcode is on the bottom right of the page.
The second cover shows a more macho picture of David Beckham and is more targeted to men. His expression and his body language are confident and make the reader want to be like him. The coverlines use direct language and the puff is outlined in yellow to stand out and appeal. They also use exclamation marks which emphasizes the statements.
Annie Stuart Y9—Digital Art & Pencil Sketches
MFL
Year 7s have started a new module this half term, “Ma Zone”, talking about where they live.
As a starter activity, they were asked to create a title page about France, which could include any number of ideas related to the country, ranging from unusual facts to cultural and historical references.
Here are some examples of student work:
LANGUAGE LOCKDOWN SUPERSTARS
We have been amazed at how much work our language students have been
doing since the end of March, through from year 7 to year 12. We are proud
of their desire to keep learning and cannot wait to see our students again, conversing in
French, German and Spanish!
In the meantime, here is a selection of our LANGUAGE LOCKDOWN SUPER-STARS; those students who have really shone since school closed and who have con-
sistently produced amazing work.
More names to follow soon…….
Year 7:
Roseanna Hale Lauren Coleman Max Garnett Josh Gisevicius
Year 8:
Lola Rodhouse Yvonne Ashkar Chloe Edwards Mariska Bryan Kieran Wells Lucas Rosetti Lottie Proffitt
Year 9
Ashley Kelly Evie Merry Ollie Robertson
Year 10
Lily Bright Freddie Brown Phoebe Frampton Hannah Gee Orli Pinkney Annabelle Tappenden
Grace
Woodford
Ruby
Cranley
Luca
Rees
Pip
Skyrme
Megan
Winch
La France
Turning a baguette upside down is unlucky in France.
France is also known as L’Hexagon, due to its geometrical shape.
The Tour de France cycle race has been running for over 100 years.
The Louvre in Paris is the most visited art museum in the world.
547,000 square kilometres of land area.
The average French citizen eats 500 snails each year.
There are over 400 kinds of cheese made in France.
The French coastline adds up to 3427km. This is roughly the distance from Paris to Petra.
During WWII when Hitler visited Paris, the French cut the lift cables on the Eiffel Tower. This meant that Hitler had to walk the steps if he wanted to reach the top. This was a sly manoeuvre on the part of the French to express their resentment to the war.
The paint on the Eiffel tower weighs as much as 10 elephants.
Paris’ Notre Dame (cathedral) nearly burnt down last year on April 15th.
France’s capital city Paris has 2.2million inhabitants.
67.2 people live in France.
An American woman called Erika LaBrie married the Eiffel Tower in 2007 and changed her name to Erika Eiffel.
Paris was originally a Roman City called Lutetia.
There is only one stop sign in the entire city of Paris.
The Eiffel tower, built in 1889 was only supposed to be a temporary structure. The original building was supposed to be taken down after 20 years.
The main bell in Notre Dame’s cathedral weighs 13 tons. It is called Emmanuel.
There is a mini statue of liberty in Paris
Roseanna Hale
Year 7 PSHE – Miss Greening
This week in year 7 PSHE we have started our final topic of ‘British Values’ and focussed on why diversity
is important. The five British Values are democracy, the rule of law, individual liberty, and mutual respect
for and tolerance of those with different faiths and beliefs and for those without faith. British Values are a
way of creating an orderly society, where individual members can feel safe, valued and can contribute for
the good of themselves and others. The main task for year 7 this week was to create a coat of arms that
represents themselves and what they felt made them diverse, what was important to them in their lives
and qualities and characteristics that they have. It was to help them understand that each individual is
unique, and to recognise our individual differences. In an ever-changing world, it is important that we are
all different, that we are able to have different ideas, qualities and characteristics so that we can support
one another and continue to adapt and bring about positive change.
Well done year 7, as always you make me proud.
Homeworking…
Mrs Haywood & family working………. Or maybe multi-tasking!!
Mrs Rowe’s dog Dash giving a helping paw!
“Mr Williamson and Miss Channer eat your heart out. Super tomatoes plus courgettes, butternut squash, pumpkins, potatoes, peas, kale, broccoli, beans. Amber and Jessica supervising the gardening…”
Mrs Rigby
Annie S with
the talented
Dotti...
Last Friday, Miss Sackman had to take a
break from work to celebrate Luna's 2nd
Birthday! Luna very much enjoyed the tuna
cake, but wasn't too impressed by the party
hat...
Miss Evans’ Google Meet with her tutor group 7E
I would like to congratulate my tutor group on how well they behaved and
worked on their first tutor time Google Meet with me this week. We talked
about how Google Meet lessons work and the rules of this type of lesson
and even practised sharing our ideas with the class!
Some students even shared their experiences with remote teaching and told
us about the amazing help they have been giving to others and how they
have been keeping fit. Many students said they helped their parents in
cleaning and gardening, with some even training their new puppy and
making dinner! Others have been keeping fit by cycling and walking. One student has even cycled ten miles and another cycled
five miles before walking three more!
I am very proud of how well 7E has engaged with the Google Meet on offer and acted appropriately during this difficult time. I
am so proud of my group and cannot wait to see them in year 8!
EXAMS
This year, owing to the partial closure of schools, we have had to carry out our PPEs in new ways. We have run a
small number of exams in school, for example, where students need to do a listening exam, in music or a Modern
Foreign Language. For part of the school day they sat their exam, and for the other part they had a lesson.
Other exams have been completed at home. Staff have learned how to use software that is unfamiliar to us, and
for many students this has been their first experience of doing exams online at home. With every new system there
are likely to be technical glitches, but the evidence so far is that students have been able to access and submit the
work successfully. It may well be that next year we return to normal, and sit exams in the usual way, but there is an
equal chance that the government and exam boards decide that elements of online testing are an efficient and
effective way of assessing students in school, and it becomes part of the “new normal”. It is very likely that students
who go on to Higher Education will experience online learning and assessment as part of their courses, so getting
used to this way of working is helpful preparation.
By Wednesday lunchtime, roughly half way through the exams week, the software showed us that year 10 had
accessed 800 exam papers – which works out at an average of between 4 and 5 papers per student. This suggests
they were on track to complete papers by the end of the week. Early indications are that year 10 and 12 students
have taken their exams seriously and shown commitment to do their best.
WELL DONE FOR ALL YOUR EFFORTS DURING THIS EXAM PERIOD.
Mr Taylor – Deputy Head Curriculum
What’s your vision for the world after coronavirus? The COVID-19 pandemic raises many questions about how our societies are organised, and how public health
challenges can be tackled. As governments struggle to protect lives and keep our economies afloat, ambitious
ideas that once seemed improbable have suddenly become surprisingly plausible.
Now that everyone is thinking about what our post-lockdown future might look like, openDemocracy and UCL
are teaming up to invite young people to have a say. We want to find and shout about the best ideas from the
next generation for what should come next.
What might democracy look like as countries emerge from lockdown? How will public health change as a
result of this global pandemic? What lessons from history have we forgotten that might guide how the world
recovers? How will our societies and cultures respond to this global crisis and its aftermath?
How to Enter
Whatever your interest or background, we want to hear your thoughts on these and many more questions. In
particular, we're looking for ambitious ideas about how governments, citizens, scientists, artists – or anyone
else you think has a role to play – can shape a different and better future.
The competition is open to school and university students over the age of 14.
Submit your entry as either a written article, short video or image/photograph that describes your vision for
the world after coronavirus. Only one entry per person. If you submit more than one entry, only the first entry
submitted will be accepted.
Winners and Prizes
Two winners will be selected from the entries in all three categories; a grand prize winner selected by the
judges and a People’s Choice winner selected by public vote.
There will be prizes for three runners-up chosen as outstanding entries by the judges.
The grand prize includes £200 in book vouchers and a bespoke training opportunity with either open De-
mocracy or UCL that may take the form of a mini-fellowship, work experience, or placement in line with the
winner’s area of interest. The People’s Choice winner will receive £100 in book vouchers and runners-
up will receive £50 in book vouchers.
All winners and runners-up will receive a personal mentoring/career advice session with one of our expert
judges and their entries will be published on openDemocracy’s website.
Important Dates
The competition opens on 15 June 2020.
The competition and public vote will close at 23:59 UTC on 10 July 2020, so make sure to share your
entry and get your friends and family voting! Any entries after this date will not be accepted.
The winners will be announced on 2 August 2020. Winners will be notif ied by email.
If you enter, please email Mrs Nowell your entry too so we can publish your work in a future edition of KIT.
HISTORY
This week in history Year 10 and Year 12 have been working hard on their PPEs. We are looking forward to seeing many of the students back in school over the next few weeks.
Year 9 have been busy this week revising for their own summer exams, which will focus on Crime and Punishment and White-chapel. They will sit their exams next week at home.
Year 8 have been looking at the end of the British Empire after World War Two, and the impact and experiences of post-war immigrants to Britain. Interestingly some year 7 classes are just starting to study the origins of the British Empire – particularly in India. Both subjects seem particularly topical at the moment. Their history teachers have started to deliver online lessons on Google to KS3 classes, which have been enjoyable. We’re all learning how to use lots of new technologies at Chenderit, and pupils have been very understanding and supportive as we get to grips with them!
Music News
Congratulations to the following, who have all achieved very high marks in their End of Year Music Assessments:
Year 7: K Croft, M Eyles, E Hanlon, R Kiernan, F Mowat, Z Rimmer, G Woodford, M Bradwick, E Currier, L Herring, E Orris.
Year 8: J Bowen, E Durn, N Hayn, K Roberts, M Short, M Byfield, C Edwards, A Miles, H Pope.
NMPAT
Please can I remind anyone who would like to book instrumental / singing lessons with NMPAT for next year, to send in replies or to email me. If you would like information on lessons, again, please do email on [email protected]
Thank you
Mark Ledger
Hello from the Maths department. We are deep into the assessment period, and I offer a huge thank you to all who are trying
their best in the tests we are setting. It has been extremely difficult to set a test in Maths that can be done remotely. As many
of you know, the majority of the marks in Maths tests are through the method and working out. This is quite difficult to add in
unless you are completing the actual paper; we have made an effort and am sure if we need to do this again in future we will
continue to improve where we can.
I would like to use this section to ensure that everyone is up to date regarding the process for year 10 going in to year 11. As
you may be aware in GCSE Maths, there is a Higher and a Foundation level paper. The Foundation paper allows students to
achieve grades from a 1 to a 5 (good pass). In the Higher tier students can achieve a grade ranging from 4 up to 9 (though in
both papers if there is insufficient marks achieved then a U grade is awarded).
Students who take a higher paper would normally be students who can achieve a high 4 or 5 in a foundation and are therefore
looking to get higher grades in a much more challenging paper. I believe it is crucial that students show they have the building
blocks to move on to higher-level material (above 5).
If done correctly, when a student moves from foundation to higher they should already be able to access the first third of the
higher paper (it is roughly the same as the last third of a foundation), as a result they will not run the risk of getting a U in a
higher paper.
I write this as I understand some may be concerned that their student in set 2 were asked to do a foundation level test at this
stage, the plan will be that some of these will go on to do higher level papers during year 11 and will only need to cover
material from 6 and beyond.
I have found from experience that some students lose a lot of enthusiasm and motivation when they are thrust into higher tier
papers too early and fail to get enough marks. By doing this I feel students will build up confidence and ensure that they build
up through the grades at a sustainable rate.
As always there will be some students in the mid set who are ready to move on to the higher paper. They will get access to all
the relevant content and be ready.
I will issue two full sets of papers (higher and foundation) for students who wish to see what they are like in the final week of
this term and they can look at these over the summer to get a good idea of the challenges in each. I will also attach grade
boundaries to help you to see what can be achieved in either paper.
If you do have any further questions then please contact myself on [email protected].
And now for…..
Students of the Week.
Mrs Pennells has nominated Oscar Ingham - working hard to complete tasks and making sure they are sent to me for marking.
Brilliant attitude! Well done!
Mr Byford has nominated Jenny Hynes for a great attitude all year and her growing confidence in the subject, keep it up!
Mrs Kennedy has nominated Sophia Filby
Sophia’s work is always presented to a high standard, showing her working out clearly and step-by-step. This not only makes it
nice and easy to check her work, it will also be a super revision resource to which Sophia can refer. Lovely work, Sophia!
(picture below)
Mr Smith nominated Kit Rosanna Hale for outstanding work in the recent assessments, well done.
Thanks to all working hard and keep well,
Mr Byford and the Maths team
Storm in a Glass
Materials Shaving cream
A large glass
water
Food colouring
A spoon
Instructions: Fill the glass 1/2 full with water Spray some shaving cream on top of the water to fill the glass to ¾ full. Use your finger or a spoon to spread the shaving cream evenly over the top of the water. The top of the shaving cream should be flat. Mix ½-cup water with 10 drops of food coloring in a separate container. Gently add the colored water, spoonful by spoonful, to the top of the shaving cream. When it gets too heavy, watch it storm!
How does it work? Clouds in the sky hold onto water. They can hold millions of gallons! The layer of shaving cream is our pretend cloud in this experiment. The shaving cream layer can also hold onto water. Clouds can’t keep storing more and more water forever, eventually they get too heavy. When that happens, the water falls out (precipitates) as rain, snow, sleet, or hail.
Further Experiments Try more water and less shaving cream, or less water and more shaving cream. Which one looks more like a drizzle, and which one looks like a downpour?
English
This week, the English department have been super impressed with how well the Google Meet sessions have gone. Students who have attended meetings have really embraced this new way of working and we are so pleased with all of your efforts. We have also thoroughly enjoyed reading the Year 7 and Year 8 responses to the end-of-year assessments. There were so many excellent examples of work, but we have picked out a couple for you to read below. We are very much looking forward to reading the Year 9 responses when they come in at the end of the week. Keep up all of the fantastic work!
- Team English
Year 7 Task: Write a speech to a crowd about a rebellion you are leading. Sky-City Rebellion by Thomas Norton I am speaking to you on behalf of all the fallen soldiers of the 6 Ground Cities. I am standing here today to start a new rebel-lion. A new era for all the Ground Cities. I am Thomas Norton, the captain of the 131st star corps legion. Ask yourself, have you been affected by the opulent Sky-Cities? Have you had to experience your family suffer because of those silk-stocking scoundrels? We will bring justice to our amazing ancestors who valiantly fought to try and free our Ground Cities from the villainous grasp of the Sky-Cities. We will finish what they have started! After the riots of Arstar, which took place in our capital today, the Sky-Citizens fled to the last remaining Sky-City. We took back our ground cities and ever since 2046 we have been preparing for the fight of our lives. One of our spies was sent to retrieve data from the Shenandoah Military base, stationed on the last Sky-City and what they found was terrifying. As you know, the rest of the world has been engulfed in a nuclear fallout and we are the only safe cities left. The Shenandoah army is planning to eliminate our cities with an oxygen reducing bomb. If we do not stop them, we are doomed. So, like a tiger protecting its cubs we will protect ours. I have lost too much to the Sky Cities, they have brought struggle and suffering to our innocent cities. I have witnessed the suffering of many of my men and friends, even my family but I will not stay silent, I will not go without justice. I will fight bravely with my battalion and so will every other. Yes, there will be bloodshed, yes there will be death, but our future de-pends on you! Your family’s future depends on you! It is awe-inspiring how far we have come, do not throw it all away now! The future of humanity depends on your choices and your mind. We will be a tornado, which will blast through the cruelty and unfairness of the despicable Sky-Cities. I am standing here united with all 6 of our cities, ready to overthrow the last Sky-City. This is your fate, join us people of Ornyx and fight for your city.
Year 7 Task: Write a speech to a crowd about a rebellion you are leading. An Animal Brotherhood by Roseanna Hale Many years ago, Old Major gave a speech. Very like this one. Your parents’ parents’ may remember the very day. He proposed a rebellion against Mr Jones. Jones the farmer was cruel and starved his animals, and they knew they deserved better. They waited for the right moment to strike. Our preparation paid off and they were free! For a few days they feasted in celebration. But then they weren’t expecting, none of us were, what was to happen... Then came the reign of the pigs. They forced work upon the weak. And reduced our rations. Why, because ‘comrades won’t understand, the pigs do.’ That was their only excuse to feast, while we slowly starved. The reigning Napoleon was the epitome of violence. One wrong move and you were killed. Forced into labour by our supposed comrades. And why did this happen, for the ‘good of the animals?’ They made deals with man, with Man! They even walked like men and dressed like men, they got drunk and played cards. That was the last straw in the stable! We must stop this before they become men themselves. In fact they are worse. We had better lives under Jones! And that calls for action, Now! I propose a revolution, a new beginning for all us animals. We were promised plenty of food, and freedom. These pigs have only brought us pain and starvation. Think would you rather we stayed here and were killed from being overworked and starved, or we had another chance, living life how it was meant to be led? To those ignorant enough for the first option, think would you want to walk as man, as a mortal enemy? Join me. We have endured pain, heartbreak, and torture at the trotters of them. Like a bird we shall fly through to our freedom. Like a horse, we shall defeat our opponent. As a forest we shall stand up against these tyrants. But, in the end, we will win. So how do we this? Fight, brothers, we shall fight! Our anger shall be channelled through into our movement. Our sorrow put into brute force. Our pain into cunning. Our worry into wits. Yes, preparation takes time but it is worth it. But do not let the pigs’ promise of peace between us and men betray you. The pigs are lazy and dumb, we are smart and willing. We shall play them at their own game, but we shall not play by the rules. I, Thistledown Honeycomb, will lead as we triumph against our so-called leaders. We shall not back down. We will overthrow. We will win. We survive, as is our nature. If we fight humans, we can fight pigs. Our parents’ would be proud. But, remember you do not fight alone. I, and the elders will fight with you. Repeat this: Outthink, Outwit, Accomplish. This will guide us in our protest, our revolt. We shall act as one, do not worry, for when the time comes, together we will win this battle. For now, do not let them know, this is our secret, our war for justice. Brothers listen close. And if we fall, we fall together. We shall go down in animal history for defying man and his fellow pigs. We will tell many stories of how we fought fearlessly in the face of death itself. We will fight for our futures, which shall not be stolen.
Year 8 Task: Write the opening to a short story which includes disguise as a main element. Daniel Clayton Columbia. August 28th 2020. Deep inside the Amazon Rainforest lived the World’s most wanted man. Public enemy number one. El Jefe. His real name is unknown but then again most things about him are unknown. Leader of the Santa Blanca cartel. A ruthless drug empire that stretches into Brazil, Venezuela, Ecuador and Panama making hundreds of millions exporting cocaine and other narcotics into the United States. And here we were. Agent Okonma and I were at the forefront of it all. Sent by the US Government to put a stop to the cartel’s ruthless operation. Our plan? To disguise ourselves as Santa Blanca sicarios and infiltrate the heart of the cartel. Our mission? To kill El Jefe. Of course, we couldn’t just pretend to be new recruits, stroll up and kill El Jefe so the Government had forged our identities. We were now taking up the identity of Carlos and Javier, two brutal sicarios with a long history of violence and drug smuggling with other cartels. “Alright”, said my partner Agent Okonma. “It’s time” I exhaled heavily knowing that one slip up during our undercover mission could cost our and possibly even our families lives. “Remember, we are no longer Agent Okonma and Carter, we are Carlos and Javier.” I then put on my disguise. Blacked out shades. Equipped with a built-in camera of course. A sky blue button up shirt with floral patterns. Lined with fine bullet-proofing material. A leather and silver wristwatch with a microphone and small dart gun inside. A pair of blue denim jeans, a pair of steel toe shoes and a gold chain. Press the cross pendant twice and it would send an emergency alert to the Agents back home .I must admit. Sat in the hotel room preparing to be picked up by the henchmen of the most feared and wanted man in the world, I was nervous. We waited on the balcony. The humid and moist Columbian air surrounded us as we waited for our ride. It was very hot. Agent Okonma was wearing the same things as me but with a different colour shirt. He pulled out a cigar and smoked as we sat there absorbing the heat and the sound of this busy Colombian town. There were clothes lines hanging from house to house and there were children playing football on roads and paths of this colourful place. All the houses were bright colours mainly blue and yellow. The one thing I was worried about was our accents. We had done extensive vocal training back home and we needed to put that into action here if we wanted our disguises to work. Eventually we saw a red SUV drive towards our hotel. This was our ride. We got up out of the chairs on the balcony and walked to our room door. I took a deep breath before walking outside. Two sicarios were waiting outside for us. They were both wearing white tank tops and shorts. I could see that they were both armed with a pistol. “You are the new recruits?” said one of the men. “Si”, I replied. One of the men pointed to the car, signalling for us to get in. There was a third man in the roofless car, sat in the middle back seat holding an AK-47. I was tense but I could not show it. The two other men then got in, started the engine and we were off. It was around 70 miles to the camp. This camp was one of many camps belonging to the cartel. It was rumoured that these camps were scattered all around the Amazon Rainforest and that they were all connected by tunnels. We would soon find out. After a gruelling 1 and a half hour silent car journey, we had arrived. The camp was guarded by two sicarios at the gate and two more in watchtowers. We got out of the car and it felt nice to finally stretch my legs. The men said something in Spanish to the guards and we were allowed in. We had to get patted down first. Behind the gates we saw a lot of small wooden barracks which housed all the sicarios based here. There was what seemed to be a dining hall. We saw a lot of cocaine. Packaged and being loaded into trucks which would take them onto planes which would purposely crash into the sea where more sicarios would arrive at the crash site on boats, taking the rest of the product to the US.
In addition to the wonderful assessment responses we have seen this week, Mrs Rigby received an excellent response to a letter writing task from Becky Spencer in Year 7. The writing task for Year 7s this week was: ‘write a formal letter to your local MP telling them about why you are proud to be English and lucky to live in England.’ Upon receiving Becky’s response, Mrs Rigby said “It makes me proud to be English and proud to teach year 7 when they produce work like this!”
Year 8 Task: Write the opening to a short story which includes disguise as a main element. Charlie Mullis-Blyth As I drifted through the sky I started to sweat more and more. I wasn’t even half way to the German hangers but I could sense by my thumping heart that I was getting closer. The clouds turned from white fluffy carpets to charcoal cluttered with smog. I’ve always wanted to go to Germany but not like this. This time I’m not myself, this time I’m a German soldier, this time might be my last. I’ve always been an outcast, bit of a loner some would say, never really had any close friends growing up. Always in the shadows, unnoticed, invisible. Like this I don’t have to be myself. I can be whoever I want to be, or who they want me to be. As I looked down I could see the town of Halle below, must be getting close now surely. Then it came .......a transmission from the hanger telling me where to land. “Kopiere Das” Did I manage to pull off the accent? After a pause that felt like eternity the hanger crew responded. This is it. It all boils down to this. Can I complete the mission? I started the planes decent. It felt like my uniform was gripping onto me, weighing me down. I could see thousands of what looked like miniature ants below me, scuttling around on the ground, oblivious. I pressed the button. It lit up bright red, the hatch opened. I dropped the bomb.
123 Main Road
Anytown England
AB12 3CD Mrs A Leadsom House of Commons London SW1A 0AA Dear Mrs Leadsom, I live in Northamptonshire and am writing to you to tell how proud of the country I live in. England has been included in the history books from both good and bad perspectives. Our country has faced war, dis-ease and contrasting political views but has also triumphed from dealing with horrible plagues and virus-es to winning battles and helping others. I feel lucky to be born in England for many reasons. For exam-ple, I was raised knowing when I am older I will have free healthcare, this enables not only me but others who are less fortunate than me not worry if someone you love or yourself can afford to be seen by doc-tors. This is not always the case, as in America just to get an ambulance you have to pay around 2000 dol-lars (which doesn’t even include after the ambulance trip). Not only can this put poorer families at risk but can discourage people from getting treated or even examined by a doctor or nurse. The NHS lets me feel less worried because if I damage a bone I know that I can be taken care of. Another reason I love living in England is when I go on walks. Depending on the place, I could see scenic views including incredible mountains, lakes, welcoming villages, historical sites and many others. In na-ture finding creatures unlike ones at zoos or in your back garden is easy, on my walks through fields and beside lakes I can see many animals like swans, foxes, red squirrels or deer. Not only this, but England is rich in stunning historical buildings. Due to the monarchs and quaint villages traced back hundreds of years, we now can experience what it could have been like, whether that had been in the middle ages or, closer to now, in world war two. Life in England has changed so vastly yet in some places it has not. England is not only a wonderful place for just me but is rich in literary geniuses. For instance, Shake-speare, who wrote many sonnets, tragedies and comedies, was born in Stratford Upon Avon; Jane Austen who is famous for writing Pride and Prejudice or Emma; Charlotte Brontë wrote Jane Eyre and J.K. Rowl-ing wrote the Harry Potter series. As I’m sure like me, you enjoy reading a good book, and I’m proud that England is the home to so many of the classic writers. England is also special because of London as it is so diverse. It has foods from all over the globe and lets you have variety that can be difficult to find in normal towns or small cities. London is also the place for musicals, London has many theatres to watch shows like Romeo and Juliet or Hamilton, again this shows how diverse the city and its population is. The London underground and buses are also a crucial part of visiting or living in London as it means transport is right around the corner wherever you want to go.
Thank you very much for reading this and I hope you are well. Yours sincerely, Becky Spencer Aged 12
English Stars
Alongside Thomas, Roseanna, Daniel, Charlie and Becky, the following students have been recognised for their excellent engagement and standard of work this week. Well done to all of this week’s stars. We look forward to seeing more fantastic work next week!
Year 7 Maddy Brown, Fraser Mowat, Emily Pettinger, Daisy Reid-Jones, Maisy Bradwick, Kyran Warne, Rebecca Russel, Sam Collins, Zachary Hazell Year 8 Hugh Pope, Sasha Bayford Year 9 Katie Cross, Oliver Robertson Year 10 Sophie-Ella Ford, Olivia Quick Year 12 Megan Oberholzer
PRIDE
This month, the LGBTQ+ community and supporters from all walks of life come together to raise awareness and celebrate what it means to be LGBTQ+. It is important to recognise the challenges that the LGBTQ+ community have faced – and continue to face – so that we can strive towards a better future that is fair for all. As part of Pride month, we are inviting you to send us a piece of creative writing that addresses this topic. Your writing can take any form, but if you are stuck for ideas, you can use one of the following suggestions below:
Write a letter to your local MP explaining why it is important to hold Pride celebrations Write a speech to deliver at school, explaining the importance of treating the LGBTQ+
community fairly Write a short story or poem about a person who is part of the LGBTQ+ community who
has overcome a challenge with the support of friends. Send your responses to Miss Sackman at [email protected] and you could be featured in next week’s KIT!
Title Anagrams
Below is a list of famous works alongside their authors – but they’re all muddled up! Can you unscramble the nonsense to reveal the real titles?
‘elated ruin mojo’ – by William Shakespeare ‘ill hoofed frets’ – by William Golding ‘if man alarm’ – by George Orwell ‘betrays that egg’ – by F. Scott Fitzgerald ‘charmed mild’ – by George Eliot
Answers in next week’s KIT…
So why do we watch movies? Storytelling is at the heart of everything we do, whether it is based on fact, as in the news (or even, Fake News?), or pure fiction (from our imagination). Those of the fictional variety are more likely to resonate with visual and literal imagery in the form of magic and dreams, from flights of fancy or journeys to hitherto places of wonder and in heroism such as Star Wars, to the cold and icy depths of fear and mystery as in the tales of Harry Potter and his titanic battles with his arch-nemesis, Voldemort. These stories wrapped in film have delighted for 125 years, originating in the minds of two brothers, August and Louis Lumiere and their startling invention of the 'moving' film camera in 1895. From the very outset their wonderful invention brought to life the amazing tales of late twentieth century Paris and its inhabitants, as well as space, the Moon and the weirdest monsters. Their films turned the virtual, 'real', and played out on screens across Paris and eventually, the world. Learning to read and understand these hidden messages, as we do in Media Studies is one of the greatest tools we possess. Ever since we learnt to walk on two legs, we learnt how to read the signs and visual clues around us to protect ourselves from predators, like wolves, tigers and bears. As we have progressed into the twenty first century creative and intellectual forces we have become, there is still the need to interpret the different messages from Mass Media in the forms of film, music, text and WWW streaming endlessly around us 24/7. Our world has changed forever, and as Marshall McCluhan stated in the 1960s - it has become the Global Village, the world is considered as a single community linked by telecommunications for us to participate and delight in. The Chenderit Media Studies GCSE and A Level course will provide you with the keys to unlock that magical kingdom and over five years you can delight in the worlds of Film, TV, Design and WWW and create your own products within them. You will obtain the knowledge and understanding to decode and utilise these messages and to use them to help us establish the world we see, and more importantly, to know our place within it. This clarity may be one of the most beneficial tools we possess - to read and know 'Who we are? So why do we watch movies? They help us to: Live out our dreams and share in others Take imaginary journey to places and times we only hoped of? To imagine a better future To learn how to overcome To learn from others To dare to dream To be entertained To escape (And it’s a fact that they can inspire YOU to be a better person... And, yes, films can make YOU smarter!) Archetypes In the 1920's a Bulgarian theorist called Vladimir Propp looked at folk tales and realised that their structures could be broken down into archetypal characters (a typical person or thing) such as: a hero, villain, princess, false hero, donor, dispatcher, helper. He also realised that all stories could be summed into simple structures or patterns that repeat over time. These are: 1. Overcoming the Monster (a problem) 2. Rags to Riches 3. The Quest 4. Voyage and Return 5. Comedy 6. Tragedy 7. Rebirth
Disney
If we now adapt that to the image above from Star Wars, A New Hope we can see very clearly in the role of Luke Skywalker, a Hero, who is matched tirelessly against the evil, Lord Vader, a villain (often symbol-ised in the colors of white and black accordingly). We can also see a princess (Leia), a donor (Obi Wan Kinobe), a helper (Hans Solo), and a dispatcher (Yoda, Obi Wan Kinobe). And for those who don't know the story: A long time ago in a galaxy far, far away... The Imperial Forces -- under orders from cruel Darth Vader hold Princess Leia hostage, in their efforts to quell the rebellion against the Galactic Empire. Luke Skywalker and Hans Solo, captain of the Millennium Falcon, work together with the companionable droid duo R2-D2 and C-3PO to rescue the beautiful prin-cess, help the Rebel Alliance, and restore freedom and justice to the Galaxy with a lot of help from their friends... It follows the typical archetype of the hero's journey of a voyage and a return for Luke (to pursue the knowledge of the force) mixed with overcoming the monster (the Empire), tragedy (as worlds and people are destroyed at the hands of the Empire) and ultimately, a rebirth as Luke realises his father in the evil Lord Vader who has turned to the dark side, yet he, has chosen the way of the force. 'May The Force Be You', Luke! An epic tale of overcoming, pushing yourself forwards against your own fears and reaping the rewards of a bright and better future! The moral of the message is to never give up - pursue your dreams, however small or insignificant they seem, overcome the monsters on your path and return with the reward of powers you never knew you had, and the delight of a new you! May the force be with you... Mr Osbourne – Teacher of Media
Mental Health problems affect around 1 in 10 children and young people. These numbers will
inevitably rise due to the uncertain times we collectively find ourselves in. Mental health issues include
depression, anxiety, conduct disorder, and can often be a direct response to occurrences in our lives.
Emotional well-being is just as important as a child’s mental health; therefore, we believe it is important for
those working with children and young people to have a good understanding of the concepts, risk factors
and impact of mental health.
The experience of quarantine has had different effects on all of us. Some of us have struggled with the
separation from loved ones, loss of freedom, uncertainty of the dangers relating to the disease. You may
have felt bored, frustrated, worried about having inadequate supplies for daily living (remember the empty
toilet roll and pasta aisles at the beginning!). You may have felt there has been inadequate information
about the risk, you may have felt fear of infection or consumed with worry about infecting vulnerable loved
ones.
Through tutor check ins, some students have reported back to us that they have felt irritable, anger,
anxiety, fear, exhaustion, confused, unable to concentrate, no motivation, detached from friends and
feeling low in mood. There is truth in the saying “we are all in the same storm but not the same boat”
and it is an important sign of the times to be kind to one another and prioritise our mental health needs.
Reflecting further on the analogy of a boat, to anchor into safety, one way to do this is to have anchors at
either end of the boat so that when the waves toss and turn, the anchors hold the boat in position and stop
a dramatic shift in any direction.
With this in mind, during this academic year, 20 members of staff have completed a
CACHE course in Children and Young people’s Mental Health. This course forms part of
our rolling programme of CPD study and is one we are committed to.
The course covers the following areas:
Understanding Children and Young People’s Mental Health in Context
Understanding Factors Which May Affect Children and Young People’s Mental Health
Understanding Children and Young People’s Mental Health Concerns
Understanding the Impact of Children and Young People’s Mental Health Concerns Understanding how to Support Children and Young People with Mental Health Concerns This article reflects on our learning and uses this to inform suggestions for actions we can take to ensure self-care and positive mental health during COVID-19.
My question for us all is what are we doing to anchor ourselves in safety during the storm of COVID-19?
Maybe we can consider
Who brings us the feeling of being safe and welcome?
Who can we talk to about how we are thinking and feeling?
What brings us the feelings of content and nourishment?
Where can we go to re-connect with the beauty of our local, natural environment?
When do we feel most safe and loved? Maybe we can re-visit these times and places in our thoughts?
What can students do to help anchor their thoughts?
Listen to trusted sources of information: parents, your teachers and school advice. Listen to what is
happening and why. Follow the clear communication and actions they must follow both at school (those
attending) and out in the community. Take the necessary steps to reduce the risks of infection or death
How can students promote feeling safe?
Focus on all the things they can do to help, ensure they stay safe and well by not taking risks, notice all the ways their peers, teachers, siblings and parents look after one another, think of all the people who are there to talk to and get help if you do get sick.
I want to leave you with two prompting thoughts to support developing a positive mental health. If you decide to take any actions and you wish to share these with me, please drop me an email. Something I am going to do to look after myself today… Something I am going to do to look after someone else today… All of your teachers are here for you, should you need us.
Kind regards
Mrs Dowden
Teacher, Tutor and School Governor
There are things we cannot control The duration of the virus The global spread Impact on the economy The health of those you love Irrational fears of others Travel restrictions The attitude of others
Things we can control
Phone calls or video calls to friends and loved ones
What you talk about when you connect
Time on social media (turn it off late at night)
Building a good routine whilst at home
Your hygiene and hand washing
Choosing to go outside
Careers
I would just like to say thank you and well done to all the students that have been completing
the tasks on Unifrog. It is great to see students taking the time to explore their possible career
pathways and destinations.
Although we are trying to adjust to the ‘new normal’, it is important to carry on planning for
your future and giving yourself the best chance to succeed.
Please remember I am always here for any feedback or questions – please just get in touch.
Mrs Thomas – Career and Learning Resources Coordinator
Career of the Week
Next week’s Career of the Week is on Cyber Security.
This can be found on Unifrog and on the Google Drive.
PARENTS & GUARDIANS VIRTUAL Q&A— THURSDAY 25 JUNE 2020 - 5.30pm to 7pm
The University of Northampton are offering parents and guardians a live Q and A to give them an opportunity to find out
everything they need to know about supporting their child when it comes to University. Please click the link below to register.
https://www.northampton.ac.uk/events/parent-and-guardian-online-chat/
Virtual services for young people and parents
Our local virtual services to young people include:
Telephone service to access information and advice
Support to those students who are searching for work post 16 or 18
Support with offers from local university, college and apprenticeship providers for students,
parents and carers
To speak to an adviser call 0800 100 900 or visit nationalcareers.service.gov.uk
My Week of Work
Last week, My Week of Work was launched and over 117,000 people nationally engaged in the 5-day programme run through
the Careers and Enterprise Company.
Oak National Academy and Learn Live developed a programme of activities, which link to the workplace to encourage students
to gain an insight into the world of work.
During our Week of Work, students in yr 10 had the opportunity to engage the links made available each day. These resources
are still available and we encourage any further students in Years 10 – 13 to have a look and explore the world of work.
https://classroom.thenational.academy/year-groups/year-10/
Free Adult Education & Training Courses
Learnyay helps adults find free education courses and training. By connecting them with ESFA and local authority funded colleges, schools and training providers in their area.
With many people furloughed and self-isolating, we feel it's more important than ever to raise awareness about free education courses and training.
http://www.chenderit.northants.sch.uk/get-involved3.asp
http://www.chenderit.northants.sch.uk/blog2.asp?Blog_ID=25?
https://www.learnyay.co.uk
Home learning will help people make the most of their time and cope better with self-isolation. It will also improve their employment prospects at a time when many jobs are a risk.
If you have any safeguarding concerns that you would like to discuss please contact:
Safeguarding is everyone’s responsibility
Roddy Lloyd Jones. Deputy Head. Designated safeguarding lead Contact details: 01295 711567 Email: [email protected]
Jan Hooper. Safeguarding student, parent welfare manager. Deputy designated safeguarding lead. Contact details: 01295 711567 Email: [email protected] Allison Smith. Deputy student, parent welfare manager. Deputy designated safeguarding lead. Contact details: 01295 711567 Email: [email protected]
If you do not get a response and you are concerned someone may be in immediate danger or a crime is being committed please call the appropriate agency:
Police - 101 / 999 Fire / Ambulance - 999 NORTHAMPTONSIHRE Multi agency Safeguarding Team (social care) – 0300126100 Out of hours emergency duty team (social care) – 01604 626938 Early Help Team (social care) - 01604 365955 Local authority designated officer (LADO) – [email protected] OXFORDSHIRE Multi agency Safeguarding Team (social care) – 03450507666 Out of hours emergency duty team (social care) - 0800833408 Local authority designated officer (LADO) - 01865 815956 Alternatively, you can contact the Local Community Support Service (LCSS) who offer professionals advice and support where there is a concern relating to a young person in Oxfordshire. LCSS North 0345 2412703 NSPCC helpline - 0808 800 5000 NSPCC under 18 helpline - 08001111
If any personnel details or emergency contact details for parents / carers change, please inform [email protected] immediately.
For mental health information, please see the Wellbeing page on our website http://www.chenderit.northants.sch.uk/well-being.asp
