Recorder 1.pub - Bishop Ramsey CE School

BISHOP RAMSEY
March
2014 Issue 4
RECORDER
What’s in this issue…
Dates to Remember...
MARCH JUNE Monday Thursday Friday 17th 20th 21st Start of Lent Appeal Week Year 8 Parents’ Evening (5.00 – 8.00 pm in the Hall and the Hub) Non Uniform Day 17th 26th 30th Parents’ Link Group (7.00 pm in the Hall) Years 7‐10 Prize Giving (6.30 pm in the Hub and the Hall) Start of Cultural Diversity Week JULY APRIL Tuesday Wednesday Thursday Friday Tuesday Wednesday Tuesday Thursday Monday 1st 2nd 3rd 4th 22nd 30th House Dance Compe on Year 12 Parents’ Evening (5.00 – 8.00 pm in the Hall and the Hub) End of Spring Term for students Staff Development Day Start of Summer Term House Music Event MAY Wednesday 7th Parents’ Prayer Group (8.00 pm in the Chapel) Friday 9th Year 11 Prom Friday 16th Non Uniform Day Tuesday 20th UCAS Applica ons Mee ng for Parents Friday 23rd Year 13 Leavers’ Breakfast Half Term: Monday 26th May – Friday 30th May Headteacher’s Notes Gree ng from the Chaplain News from the Governors Marking Policy at Bishop Ramsey School Uniform Update Friday 4th Staff Development Day Wednesday 23rd July – End of Summer Term The next edi on of The Recorder will be published on the website on Friday 9th May 2014. 1 Mobile Phones Spanish Exchange 2014 Year 9 “Think Big” event at Brunel University St Albans Curriculum Day 2014 York House Ac vi es on Curriculum Day Expressive Arts Curriculum Day – Rochester House Salisbury Curriculum Day 2014 – Design & Technology Jack Petchey Award Winners Headteacher’s Notes...
1. Bishop Ramsey Mark 2. Our plans, working together with the London Diocesan Board for Schools, to establish a new Free School in Harrow are progressing. We have established a Reference Group for local stakeholders and a number of members of staff are working to devise a curriculum and pastoral structure for the school, under the guidance of a Governors’ Working Group. We will submit a bid to the Department for Educa on with our plans for the proposed school in early May and hear later in the summer if we have been successful. 4. 5. The new school, which now has the working name “Pinner Church of England Free School”, will share the same dis nctly Chris an ethos of Bishop Ramsey but will have the majority of its places open to local people, irrespec ve of their faith. 6. You can see the developing picture of the project by clicking on the ‘PFS’ tab at the top right of the home page of our website or by going to www.pinnerfreeschool.org 7. Congratula ons to Alastair Poole and Victoria Fischbacher on being given condi onal offers to study at Cambridge University next year. Alastair will be studying Mathema cs and Physics and Vicky will be reading for a degree in Social and Poli cal Sciences. 3 Thanks to the Parents’ Link Group and Mr Grassick, who have produced a valuable aide memoire to help BR Parents in suppor ng their sons’ and daughters’ educa on and development. 2. Many thanks to the parents who responded to our ques onnaire on Academic Tutoring Day. The results are a ached to this issue of “The Recorder”. I am par cularly grateful to the parents who took the trouble to add supplementary comments to their responses. These will be considered in detail by the Leadership Team. We have just been informed of our budget for 2014‐15. It gives us very li le room for manoeuvre. I am pleased however that we will be in a posi on to fully fund the curriculum we want to deliver, without compromising our staffing levels. In the current financial situa on, we are ever more grateful both for the contribu on of FBR and for parents’ contribu ons to the Governors’ Fund. Without these addi onal funds, the opportuni es we can offer our students would be greatly diminished. Now that Curriculum Days have become an established part of life at Bishop Ramsey, we are undertaking a thorough review of their impact on students’ learning and personal development. You will read later in this edi on of “The Recorder” about what took place on the House Curriculum Day in February. Year 11 did their mock exams just before Christmas and I am pleased to report that they took them very seriously and performed to a high standard. We are currently an cipa ng that 89% will achieve 5 A*‐C grades, including English and Maths. 8. Jacob Sawyer (!10Y) As a school community we con nue to hold Jacob in our prayers. Jacob suffered a brain aneurism on Sunday 2nd March, while represen ng his football team. He is currently being treated at Great Ormond Street Hospital and remains poorly. Mr A Wilcock Headteacher 2 Greeting from the Chaplain...
animals to protect their young and indeed to display family loyalty etc) but if we take that idea of being made in the image of God, this entails also making us co workers with God in the governorship of the world. This takes us to the purpose of humanity in the story of crea on which is to subdue it and have dominion over all the world. The words subdue and dominion are problema c because they imply, certainly in their English version, having power over. But in the original Hebrew sense the meaning is different; they imply the sense of crea ng order out of chaos and also the idea of caring, as in a pastoral rela onship of care and stewardship. Caring for the world as a sacred gi (with all the environmental and social jus ce concerns that such an image might imply). The Genesis account of crea on is a dy and ordered one; it has a liturgical purpose. It is in itself a prayer of praise to the creator. But as we know from the recent floods, nature is anything but ordered. Indeed at mes the unbridled power of nature brings up not an image of a creator but of a destroyer. It has been a sobering reminder to us that human beings are not always in control of the power of nature. And there has also been a challenge to our view that nature is simply there to serve our leisure needs. At the same me the dis‐order of nature and the suffering this causes has been, and con nues to be, a challenge for theologians to integrate within an image of a loving God who cares for all of humanity. We also know from our daily news bulle ns that humanity itself o en acts in a way totally contrary to that sense of ac ng in the image or likeness of God. God may desire for us as human beings to live in his image, but we have the choice; we have free will. We can choose to seek to live lives which mirror the glory of God to the world or we can choose to pursue our own ends which so o en take us in the opposite direc on. There is a sense in which the Genesis picture of crea on is incomplete. It emphasises the sovereignty of God and ends with the image of God at rest on the Sabbath. But then what? Hanging in the air is the statement “I have done my work, now it is your turn as my co‐workers. But only if you work in my image will the work of crea on come to its desired end.” I have this year, for the first me, had to teach Sixth Form students a course in ethics. The course has three philosophical sec ons: u litarianism, an ideology which drives much of our government decision making process today, but which might be seen as uncaring at mes, situa on ethics or the ethics of love, which sounds fine un l you have to start working out what exactly the most loving ac on is, and thirdly the Chris an view of human values and of human nature. In this last men oned sec on the Genesis story of crea on (the account which emphasises God crea ng the world in six days) plays an important role, both in considering the religious view of human nature (as opposed to the secular view) and in considering what is most important in terms of human purpose. It is worth saying that the Genesis crea on story does not put human beings first. In fact human beings appear rather late in the account of crea on. Here is a counter to our human centred way of seeing things. For what in par cular is emphasised in Genesis is the sovereignty and primacy of God over all of crea on. All that is, all that comes into being, does so through the crea ve power of God, through his Word; God speaks and something is. Moreover God speaks, and order is created out of disorder. And the crea on story does not end with humanity either, but with God, for when all of crea on was finished, on the seventh day, God rested from all the work he had done. The Genesis crea on story does not set out to explain scien fically how the world was created; its emphasis is primarily on God and on his rela onship with the created order, including humanity. And repeatedly we hear the words of the material universe that is created that God saw that it was good; when he surveyed all of crea on, he saw everything that he had made and indeed it was very good. The Genesis account emphasises the beauty of the world and its sacredness. But to return to humanity and the Chris an view of human nature and its purpose. The Genesis story emphasises that God has created human beings in his image. The phrase “image of God” was taken by the early church fathers to mean that human beings are like God in that they are capable of ra onal thought and of making moral decisions. Something we may claim contrasts us with animals (though this leads to very interes ng and impassioned debate from the students who feel very uncomfortable with making that kind of dis nc on, especially in light of what modern studies of animal behaviour have shown us about the poten al for some Rev L Hillel School Chaplain 3 News from the Governors...
The remit of the Governors’ Learning, Teaching and Achievement Commi ee (LTAC) is in the tle and as is stated in unmissably large le ers in the Atrium “ALL MANNER OF THING SHALL BE WELL”. In striving to achieve this goal in our commi ee work we have remained with the same format this year ie. a half termly mee ng and where possible an invita on to the teachers with responsibility in any area of teaching, learning and achievement to present their analysis of the present and aims for the future. As such we have had a review of the 2013 exam results and presenta ons from the Heads of Science, ICT and E‐learning and Technology. Policies rela ng to Examina ons, Careers, Literacy and Homework/Marking have also been reviewed. Agendas at mee ngs have varied li le. Along with the presenta on, each one contains a review of the School Development Plan, the achievement and progress of students rela ve to star ng points, the progress of newly qualified teachers (we are now a Teaching School) and the effect of Union ac on on Teaching and Learning. The Sheppard Case Award, a bursary of £500 for each of 3 years of a university course, is awarded each year from the generous legacy of Margaret Case to Year 12‐13 students wishing to further their educa on in either Science or Hor culture. It is available for up to 3 students each year and is awarded on the basis of an essay on a given topic agreed by the Sheppard Case Commi ee, followed by an interview. In 2012‐13 such was the high standard a ained by the students interviewed, Lara Jayne Cooper, Jemma Smith, Oliver Hooper and George Moore, that all 4 were awarded a bursary. Each of these students is now at university. The Sheppard Case Commi ee have made the award this year (2013‐14) to 3 students, Alice Mitchell, Emily Stokes and Eve Treadaway. Our congratula ons go to them with our good wishes for a con nued, successful academic career at university in September 2014. You can find copies of the successful entries on the school website. Marking Policy at Bishop Ramsey Mr Poole wrote to you in January, explaining that we are making changes to our Marking Policy. These reflect the need for teachers to focus their a en on on “quality feedback” rather than just cking pieces of work. They also reflect a growing understanding in the teaching profession that students learn best when they are ac vely involved in the assessment process. In our discussions as a staff it became clear that, in addi on to standard good prac ce across the school, each faculty had individual aspects of work that needed to be assessed in par cular ways. For this reason inside each student’s exercise book/
folder there will be a sheet explaining how quality feedback will take place. The general text will run as below: At least one piece of work will be marked per half term with a forma ve comment. Students will be given a KS3 Level/GCSE/A Level grade reflec ng what they are currently at. This feedback will include a teacher’s comment on WWW (what went well) and EBI (even be er if). Students will then be given an opportunity and me to reflect and set personal targets for development. There are a number of other ways that work can be assessed eg. peer assessment, self assessment, oral feedback, summa ve feedback. Students have a responsibility to engage in the assessment process.” At the end there will be par cular guidance outlining how feedback will take place in the par cular subject. Mr Dennis Knowles Chair of the Governors’ Learning Teaching and Achievement Commi ee (LTAC) Mrs C Watson Deputy Headteacher 4 News, Events and School Activities...
School Uniform Update iPods, iPhones and Mobile Phones I would like to clarify our rules as outlined in our Behaviour Policy. Thank you to all our parents/carers who have worked with us this term to enforce the school’s uniform standard. Bishop Ramsey School is a very successful school and this is communicated in a range ways. School uniform gives an important message to our community, reflec ng our common purpose of learning and the commitment we have to our work. Having a high standard of uniform, well‐
presented and smartly worn, promotes pride, confidence and self‐esteem. A universal approach to the wearing of school uniform avoids issues of peer pressure, making it important to every child’s well‐being. Students in Years 7‐11 may bring iPods, iPhones and mobile phones into school on the understanding that they are kept switched off and out of sight during registra on, lesson mes, movement breaks and whilst in the school buildings. This also includes the ear pieces and leads. Students may listen to music on their iPods/iPhones and mobile phones during break and lunch me as long as they are in the recrea onal spaces outside the buildings. However we do not allow students to use mobile devices for tex ng or phoning during the school day unless under strict staff supervision. Students who do not adhere to this rule will have their iPod/iPhone/
mobile phone confiscated and kept in the school office. Students will also be given a school deten on as a punishment for breaking the rule. They may collect the mobile device from the school office once the deten on has been served. Maintaining the standard Many students and parents have made a tremendous effort this term and the majority of our students are looking very smart. We cannot allow some students to infringe the uniform standard. This is unfair to students who are upholding the standard and it poten ally confuses the message. In such instances, the standard very quickly becomes eroded. We would like your con nued support in ensuring that uniform is correct in every detail. In par cular, girls’ skirts should be just above the knee and trousers should be of a classic school style rather than ght fi ng or skinny trousers. Boys should always have their shirts tucked in. School shoes should be plain black or dark brown i.e. with no coloured s tching, laces, metal studs etc. I understand that for some parents collec ng the mobile device at the end of a school day is difficult. If that is the case, we will return the device to the student provided we have a wri en note from the student’s parent/carer reques ng for this to happen. The le er should be given by the student to their Year Director who will sanc on the return of the device. School Skirt Update From June, Rainbow Uniform Shop in Field End Road, Eastcote will have school skirts in stock with a 24 inch drop which will be suitable for our taller girls. Waist sizes will be from 22‐40 inches with larger sizes having an elas cated waist band. We will not return mobile devices to students before they have sat their deten on. Students are fully aware of the rules concerning mobile devices. It is their responsibility to adhere to them. If they choose not to follow the rules they are also choosing the consequences that follow, however inconvenient. Please see the Uniform Policy on the website for further details. Sixth Form students are permi ed to use their phones for tex ng or making and receiving calls when seated in the Atrium, the Hub or the Common Room. However they are not permi ed to use their mobile devices elsewhere in the school buildings. Ms B Gavaghan Deputy Headteacher Ms B Gavaghan Deputy Headteacher 5 News, Events and School Activities...
Spanish Exchange 2014 The MFL Faculty is pleased to inform you that all 34 students who took part in the visit to Madrid for this year’s Spanish Exchange had a fantas c me and returned safely. During the visit to Madrid students had the opportunity to improve their Spanish, experience how the locals live, learn about their customs, taste some of the local food and visit most of the main tourist a rac ons of the Spanish capital and neighbouring town Toledo. This is the third year we have run the exchange with Colegio San Buenaventura in Madrid and we are looking forward to their visit to the UK, which takes place Thursday 27th March ‐ Wednesday 2nd April. Spanish Exchange 2014
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This was my second year on the exchange and I s ll hope it’s not my last. Not just because it has raised my Spanish grade from a C to an A. Not just because I got to visit the San ago Bernabéu, home of Real Madrid. But because I made friends there that I will never forget. Even now it’s been over a year since I went on my first exchange and I s ll regularly talk to the people I met there, as well as those I met during half term. But it’s not just the Spanish friends you make. Five days in Spain was all it took for me to talk to people I would never usually talk to. People from a range of years, yet all people I would now stop and talk to. If you’re nervous about your Spanish skills don’t be; in Spain they speak really good English and are very pa ent. If you’re worried about staying with another family don’t be; everyone is really friendly and you get treated like a member of the family. I wouldn’t have gone two years in a row (hopefully three) if I didn’t enjoy it thoroughly. It’s all wai ng for you, friendships that last a life me, great food and wonderful experiences. You just have to embrace it. Do it, and never look back. Toledo Town Lewis Henderson (11R) Mr G Bueno Head of MFL Guess where we were 7 News, Events and School Activities...
Year 9 “Think Big” event at Brunel University St Albans Curriculum Day 2014 Students worked in teams made up of students from Years 7 to 11. They had three main sessions, each lead by Science, English and Business Studies. They made soap and bath bomb products in the Science session. In Business Studies, they packaged the products and thought about costs, pricing and branding. The English session was used for them to work on their presenta on to pitch to the teachers and class at the end of the day, with a business plan and PowerPoint. “A great day, it taught me different skills. It was really fun making soap and good ge ng to know different people“ Andre Young (10A) “I enjoyed working with people from different year groups and the finished product smelt nice. The teaching was very good and the day was well planned out” Olivia Leszczynski (10A) "Our soaps weren't very successful, but I met lots of new people." Catherine Edington (11A) "It was great to work in a team with people from different year groups." Rachel Gynn (11A) On 26th February 60 members of Year 9 were chosen to take part in the “Think Big” programme. We went to Brunel University along with three or four other schools and were allowed to pick groups of 5 to work together in. At the start we were given a talk from one of the professors of the university about some of the things students had been making. A er he had finished Ben, who runs the programme, took over and gave us a brief insight into what it was we would be doing. We had to think of a problem that affects our local community and think up a solu on for it. We then had to design an app to show our idea and how it would work. We had to pitch this idea in a Dragon’s Den style to show the group how we would put this into ac on. The teachers performed their ideas as well to give us extra ideas. We split into 4 groups and we each performed our pitch to our group. The best pitch from each group went up to perform in front of everyone there. The winner would get £300 investment on their app to try and turn it into a reality for the future. Glen Taylor (9M) Miss S Mian Head of St Albans House 8 News, Events and School Activities...
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York House Ac vi es on Curriculum Day Members of York House spent Curriculum Day on 11th February with members of staff from Three Faiths Forum (3FF). Three Faiths Forum (3FF) was founded in 1997 with the aim of encouraging friendship, goodwill and understanding between people of different faiths, especially between Muslims, Chris ans and Jews. It was originally a forum where religious and community leaders could meet. 3FF was the first forum of its kind and provided completely new opportuni es for leaders from these three faiths to address issues together. Today they work with people at all levels of society. They run programmes that give people from all walks of life opportuni es to learn, engage and build new rela onships across community lines. In 2004 they started working in schools, enabling students to meet and learn about people of different faiths and beliefs. 3FF aims to help students to: 
Learn how different people understand and live their faiths and beliefs 
Dispel common myths and stereotypes 
Understand the diversity within and between different tradi ons 
Become more able to ask and answer ques ons in a sensi ve way 
Learn to understand and share their own faiths and beliefs. responses to the ques ons and gave feedback as to how the ques on could have been worded to make the person feel comfortable and willing to talk. By the end of the session students had learnt: 
To understand how language can be helpful or unhelpful for crea ng posi ve rela ons between people of different beliefs; 
How to ask and answer ques ons about sensi ve topics confidently and effec vely. The second session was Encountering Faiths and Beliefs. York met 3 speakers from 3 different faiths. They listened to each speaker about how their faith or belief has become important in their life and how it affects them day to day. Each speaker told the students about their background and then the students were able to ques on the speakers. They were allowed to ask them anything they wanted. Students were able to: 
Deepen their learning about different faiths and beliefs by engaging directly with people from various belief tradi ons and communi es; 
Iden fy key similari es and differences, within faith/belief tradi ons as well as between them; 
Have the opportunity to ask (o en controversial!) ques ons in a safe space; 
Prac ce skills for crea ng posi ve rela ons between people of different beliefs. This is what Joshua Nylander‐Quartey (8Y) said about the session “The same ques on given to the three different faiths evokes a completely different response depending on that person’s belief.” Natasha Adamczyk (8Y )reflected on the session and commented “What I have learnt today helps me to reflect on the different religions and faiths.” York’s day was split into 3 sessions. One of these was The Art of Asking. The Art of Asking was all about how to ask ques ons in a way which will lead to deeper discussions. Students were taught how they can explore tricky ques ons they would like answers to in a sensi ve, confident and effec ve way. The students were asked to create a safe space. They had to think about feeling secure in their ques oning and answering. One of the ‘safe space’ ideas the students came up with was that they should not laugh at anyone’s ques ons and certainly not at anyone’s answers. During the day students were able to look at video encounters and were asked for their reac on at the way ques ons had been asked. They then looked at the 10 News, Events and School Activities...
A er lunch, for the third session, the students were able to show off their crea ve side. They were given a 20 x 20cm square and were asked to plan and produce a piece of art based on the theme ‘Mul ‐faith Britain’ . Each group focused on a different religion. These were the religions they focused on: 
Islam 
Judaism 
Sikhism 
Hinduism 
Chris anity 
Buddhism. Mrs K Woods Head of York House York Curriculum Day from a Year 11 perspec ve The morning of Curriculum day made us wonder what the day would bring. We hoped to have an emo onally enriching experience, where we would learn new skills and challenges. We weren’t disappointed and enjoyed the day. We had a group in called 3FF. Members of 3FF ran workshops which were aimed at teaching and informing us about different faiths and the advantages of living in a mul ‐ faith society. We also learnt about the art of empathy, which is asking ques ons in a suitable way. In the a ernoon we were given the opportunity to create a piece of artwork on a small piece of cloth. The theme for the artwork was mul ‐faith Britain. The day turned out to be very worthwhile. We both feel like we gained new skills. It made us think about how to ask ques ons in a way that will get the most from people but without making people feel uncomfortable. Toby Poole (11Y) and Daniel Culver (11Y) 11 News, Events and School Activities...
Expressive Arts Curriculum Day – Rochester House Our Expressive Arts day with the students from Rochester House included a range of ac vi es where students created their own interpreta ons of fairy tales by the brothers Grimm. One of the student groups also carried out photography related work. The following student reports aim to give a flavour of the day. Anima on As part of Curriculum day some of Rochester House undertook anima on work. This year the theme was ‘Grimm’s Fairy Tales’ which included Snow White, Sleeping Beauty and Li le Red Riding Hood. As a Year 12 student, I was allocated a group to work with/ help and we were given Sleeping Beauty for our anima on story. We box and backdrop (for the wedding scene/ penul mate scene). To do the anima on itself, we used a programme called ‘I Can Animate’ and a webcam connected to the laptop. In this programme (using the camera) we took hundreds of shots to make up a clip las ng a few minutes. These shots had to only show gradual movement of the characters in the box though, to ensure it flowed well as opposed to moving the characters at once by a large amount. This was also for the reason that we wanted to be able to properly see the movements, since just for a second worth’s of anima on we needed approximately 30 shots! Once we had taken all the photos, we played the anima on and adjusted and incorporated any extra parts we thought could be improved. At the end of the day we went to watch the drama performances which had been prepared by other students whilst we had been doing the anima on. These performances were also based on the topic of Grimm’s fairy tales and they were very good. I thought it was a really worthwhile experience as I had never done anything like it before so I learnt a lot from it and enjoyed assis ng the younger years and providing my input. Siân Nicholas (12.1) The day began with us being reminded of Grimm’s fairy tales‐ these were to be the theme for our anima on film. It was then me to review the films from previous years‐ thoroughly entertaining, as well as se ng the compe on, each group solemnly swearing that theirs would be be er! Ideas were flying to and fro‐ which were then refined and tamed in the form of a crea ve story board for our chosen fairy tale. My group chose Cinderella. Soon it was me to channel the sculpture genius in all of us as we set to work moulding the characters that were to be the stars of our film. Roles were assigned‐ this wasn’t easy – at this point there was fierce rivalry for who would take on the ugly sisters, the glass slipper, the giant pumpkin, and of course Cinderella herself. Once se led the crea ve frenzy took hold and each person was hunched over their masterpiece, occasionally throwing side‐glances to the other team’s crea ons. When we had first arrived in the room each block of plas cine sat‐ stoic and wai ng, by the me we had finished they had been brought to life each with their own expression. We then carefully constructed the set, four sets in total with scene breaks. The next step took extraordinary skill and pa ence as we me culously moved each character started off by construc ng storyboards of the 6 key scenes which made up the fairy tale and then made a list of characters/ props we would require and divided the list according to who would make said characters within the group. A er this we actually made the characters etc. using various coloured plas cine and decorated a 12 News, Events and School Activities...
bit by ny bit and took a snapshot at each pose, when put together this created one fluid movement. A er 2 hours we had created 2 minutes worth of excellent footage that told our story whilst looking fabulous and worthy of Britain’s screens. Rose Tasker (12.7) Drama The day began with an overview of the Grimm brothers with the students familiarising themselves with various versions of the fairy tales. We then began some simple, yet effec ve, exercises which allowed us to focus on the characterisa on of characters and methods of ac ng within the round. The students were set a task to create a 30 second mime of any fairy tale, with many choosing Red Riding Hood. The mime allowed the students to emphasise emo ons and feelings through body language and facial expressions. As a whole group they produced a land and soundscape of a forest to get them thinking of an atmosphere to use when performing. Next we talked about how these fairy tales could be modernised from the stereotypical connec ons we have with fairy tales, for example the wolf could be a human stranger, allowing us to further explore into the moral of don’t talk to strangers. Each group began to modernise a fairy tale of their choice, one group provided a piece on Cinderella, changed her to a male, made him get plas c surgery so he looked ugly like his brothers, yet the princess s ll chose him as she saw his be er personality. A er everyone had presented their pieces, Mrs Simmons and Mrs Oldfield gave the mixed age groups a Grimm tale, where they had to incorporate all the experiences learnt from the earlier sessions to create a piece to present to the rest of Rochester House at the end of the day. I worked with the Ashpu el (Cinderella) group. We planned out how to incorporate mime, narra on and s ll images throughout our piece . In the end the students decided to have three narrators, with the rest of the group miming lines from the other characters in the story of Ashpu el. Throughout all the performances it was clear that the students had really grown into their characters, which led to the crea on of strong performances through their use of body language and forms of drama c presenta on. It was clear that these Rochester students were thoroughly involved throughout the different drama sessions understanding the way in which these help to provide an overall moral within each fairy tale, to young children. Charlo e Kimsey (12.3) Podcas ng For our Curriculum Day, Rochester had ac vi es based around art, drama and ICT. We were given the task of dra ing, recording, edi ng and modernising any one of the 209 Grimm’s fairy tales such as Rapunzel and Cinderella, for a podcast. At the start of our day podcas ng, we were divided into groups of five, one from each year. At first the idea of merging with other year groups seemed very op mis c. However, once the ini al planning and script wri ng was over and we had started recording, people began to bond. This, in our opinion, was the most enjoyable part of the day and despite the range of sound effects provided; the most effec ve were the ones we produced ourselves. Screaming was very popular. Overall, the day was 13 News, Events and School Activities...
successful and ran smoothly, giving over 30 podcast students a new and fun experience. We thank the staff who made this day possible and gave us a welcome break before the onslaught of GCSE revision and exams. Monique Munro, Ellie Nokes and Catherine Keeble (all from 11R) Photography The day started for Rochester House in the Drama Barn with registra on and watching various clips on the theme of the Curriculum Day. As we arrived in the photography room Mr Tulsidas introduced us to the group and outlined what we would be doing during the course of the day. Firstly, we constructed our own 'mobile photography studio'. This consisted of s cking two fruit crates together in an L shape forma on. To do this we used glue guns, covering one face of the box and s cking it to the back right side of the second box . We then mounted white card over the back of the boxes using double sided tape to create the backdrop for our shoot. It was me for the shoot! The students photographed various items, both personal items that they had brought from home (some which were of great importance to them) as well items they found lying around the photography room such as shells, dried sunflowers, irons, bo les and even a cuddly toy or two. They got crea ve with their backdrops using different coloured cards, as well as various cloths, sheets and veils within their work. A er lunch we went to an ICT room to photoshop the work. I was amazed by the quality of work the students had produced, almost all at a very high standard. Mr Tulsidas taught students the basics of Adobe Photoshop including various image manipula on techniques using the crop, levels, clone stamp, magic wand and various other tools. Students also applied filters to their work to change the cast of the image. Each student found ways to either improve their image or change it in some way. For the last part of the day we went to watch various drama performances of the other groups within Rochester House who were doing arts and design. These too were great, extremely entertaining and I can safely say that the day was a great success! James O’Rourke (12.5) 14 News, Events and School Activities...
Salisbury Curriculum Day 2014 – Design & Technology This year Salisbury House spent their Curriculum Day comple ng Design and Technology ac vi es linked to Engineering. The students worked in mixed year group teams to compete for the best Mechanical Structure Prizes. Throughout the day they completed four tasks: the construc on of a Catapult, building Spaghe Structures, crea ng a Mechanical Li er Picker and inven ng the fastest Ait Propelled Car. Throughout the day our Salisbury students were challenged to use many skills, involving working in a team, par cularly when using a wide range of tools including drills, glue‐
guns and saws. Salisbury had to be crea ve and imagina ve during the manufacturing of their inven ons, able to work within a budget when selec ng resources, and most of all working to me, ensuring that their inven ons were complete before the clock stopped, ready for compe on me. Salisbury had a very posi ve a tude towards the ac vi es; feedback from our Salisbury students suggests that they got most of their enjoyment in the construc on of a Mechanical Li er Picker and ea ng the marshmallows during the Spaghe Structures. Miss K James Head of Salisbury House 15 News, Events and School Activities...
Jack Petchey Award Winners Congratula ons to the following students who have all been nominated throughout the school year and are worthy winners of a Jack Petchey Award. They will all be receiving their award at The Beck Theatre in April 2014. Ma hew Pledge 9E Luke Black 11E Rebecca Reece 10R Liam Hennessy 10M Helena Crowie 9A Jack Harkness 8R Bradley Henderson 9R Lewis Henderson 11R Rosie Castle 8M Congratula ons also to Miss Mian, Teacher of Mathema cs and Head of St Albans, who has been nominated by students to receive a Teacher/Leader Award. Miss Mian will also join the students above at The Beck Theatre, in April, for a truly humbling evening! Mrs C Baker, Welfare Officer 16 BISHOP RAMSEY
C OF E SCHOOL
Humanities News
Eco Curriculum Day
Special points of
interest:
 ECO Curriculum Day
 Government and Politics
Speaker Visit
 Is our weather becoming
more extreme ? - A level
Geography Stretch and
Challenge Article
Following the success of the last 2 Eco Curriculum Days we held the event again on 11th February this year for all 186 students in Years 7‐11 in EXETER House plus a number of Year 12 students in support roles. The Eco‐Day had a focus on Reduce, Re‐use and Recycle in addi on to Conserva on and Environmental work. We completed a number of ac vi es both indoors and outside during the day and many students braved the poor weather and thick mud. Budding fashion designers were able to design and make costumes, jewellery and props/set materials for the school produc on of “We Will Rock You”. Students used a range of unwanted /
donated clothes and fabrics as well as broken jewellery and beads which were up‐cycled to great effect. For the first me we also created an “orchestra” using recycled materials made from any broken/unwanted instruments, guitar/violin strings, plus a host of scrap the students found around the school! A big thank you to all of the parents and staff who donated unwanted items for us to recycle/up‐cycle on the day New Poly Tunnel and Indoor Garden built by students As part of our work outside we set to building a 15 x 8 poly tunnel, which bravely saw 2 groups of students ba le with rain, wind and mud ! The tunnel looks great and the poly bit will follow once the storms have passed. Later this year we will be growing a new range of produce in the poly tunnel as part of our a er school club on Tuesday. Students also planted 2 raised bed areas to improve both the appearance of the school grounds and the overall biodiversity of the area. Colourful sculpture/art was also created to help warn off the squirrels! We built an indoor garden which should help to make the school site much brighter ! Next half term the a er school club will be designing a plan ng scheme for this and transforming what was a very dark and uninteres ng area.! Photos from the day
BISHOP RAMSEY
C OF E SCHOOL
Remember
Reduce, reuse, recycle
Government and Politics Speaker
This month the Government and Poli cs Department was lucky enough to have a visit from Mike Simmonds who has 37 years experience of working in Whitehall. He has worked in a number of policy and opera onal roles in different government departments including Defence, Environment, Business, Innova on and Skills and Communi es and Local Government. He also has experience in suppor ng Ministers on overseas visits. This provided our Sixth Form students with an excellent opportunity to hear about the Civil Service from someone with first‐hand knowledge, bringing the theories which they learn about for their AS & A Level to life. Thomas Penny (13.2), an A Level student explains what he took from the event: ‘This month the Government and Poli cs Department received a visit from an extremely experienced member of the Civil Service. He informed the whole department (both year 12 and 13 alike) about the structure of the Civil Service, the different departments present within it, where the power lies and the 'accountability' present in the ins tu on. “The talk was extremely informa ve and helpful for both years; linking directly to the Year 12 course and also providing those of us in Year 13 with points of comparison with the UK needed for our American Poli cs course. It was hugely interes ng to get an insight into what this ins tu on entails from someone who was a member for a long period of me and knows all the ins and outs of it all. The Civil Service overall is fairly unknown within the wider public in terms of what it exactly is and what its precise func ons are, so to get an expert insight into these exact things was certainly very useful both in an educa onal sense and also in terms of a broader understanding of how our country is run. Overall, it was an excellent opportunity which was beneficial on all parts and, if possible, I believe the Government and Poli cs Department should certainly arrange more of such talks and opportuni es.” A Level Geography Stretch and Challenge Research Article:
Is our Weather becoming more ‘Extreme’ ?
Extreme weather includes unusual, severe or unseasonal weather that doesn’t conform to the normal average pa ern. Some extremes that we experience in the UK are; periods of li le rainfall which can lead to drought (most common in the South East), very intense and prolonged periods of rain which lead to flooding (in places such as Somerset, Humber and York), strong winds and gusts which lead to storm surges (most likely on the East coast and in Wales), con nuous snow and blizzards (most likely in Wales, Scotland, the Lake District and the East coast), tornados which are generated by thunder storms (quite rare), heat waves and cold snaps. One reason why the UK’s weather appears to be ge ng more extreme is that prolonged periods of rain seem to be becoming more frequent. The persistent rain in 2012 for the UK was 1330.7 mm, which is just 6.6 mm short of the record set in 2000. 2012 was the we est year on record for England, third we est for Wales, 17th we est for Scotland and 40th we est for Northern Ireland. The top 5 we est years in the UK include 2000, 2002, 2008 and 2012, sugges ng that as the years go on, we are gradually ge ng more rain. The average rainfall from 1971‐2000 was 1126.1mm, but from 1981‐2010 it was 1154.0mm, showing the average rainfall is definitely increasing. Research from the Met Office suggests that extreme daily rainfall is becoming more frequent. Clearly heavy rain and flooding is becoming more and more frequent, this is possibly due partly to climate change. Some parts of England have broken records in January 2014 for having the most rainfall for over 100 years. The Met office suggests that climate change is linked to these more frequent storms, and that as the atmosphere warms, it can hold more moisture, so there is more to fall when there are condi ons that produce rain. This can provide an explana on for the excep onally large amounts of rainfall that have been falling in recent years. Although depressions (weather systems) are quite common at this me of year in the UK—the shi in the polar front and the unpredictability of the jet stream is thought also to be contribu ng to the extreme nature of these weather systems and the con nued ba ering we have had this winter. Unfortunately global climate change science is in its infancy and we are experiencing new phenomena con nually. Accurate long term predic on is becoming increasingly difficult ,so this par cular winter has been a shock to the scien sts who in November predicted a drier and colder than average winter this year. Clearly heavy rain and flooding is becoming more and more frequent, this is possibly due partly to climate change. Some parts of England have broken records in January 2014 for having the most rainfall for over 100 years. The Met office suggests that climate change is linked to these more frequent storms, and that as the atmosphere warms, it can hold more moisture, so there is more to fall when there are condi ons that produce rain. This can provide an explana on for the excep onally large amounts of rainfall that have been falling in recent years. Although depressions (weather systems) are quite common at this me of year in the UK—
the shi in the polar front and the unpredictability of the jet stream is thought also to be contribu ng to the extreme nature of these weather systems and the con nued ba ering we have had this winter. Unfortunately global climate change science is in its infancy and we are experiencing new phenomena con nually. Accurate long term predic on is becoming increasingly difficult ,so this par cular winter has been a shock to the scien sts who in November predicted a drier and colder than average winter this year. The level of rainfall is also increasing across the globe. Research shows that there is a 7% increase in extreme rainfall intensity for every degree increase in global atmospheric temperature. An increase in global average temperature by 3 to 5 degrees Celsius is predicted by the end of the 21st century. This could mean very substan al increases in rainfall intensity as a result of climate change. If these extreme periods of rainfall con nue, an increase in flooding is going to occur more frequently in many places around the world. This extreme weather is not confined to the Bri sh Isles however ‐ around the world we see many pa erns of extreme weather. In Australia there have been ongoing droughts near enough every summer since 2006 (due in part to El Nino). This has huge implica ons including ravaging bush fires. Tornadoes occur globally but are most common in 'Tornado Alley USA'.—which has seen some of the biggest and most devasta ng storms in the last couple of years. We see unpredictable monsoon rains affec ng India and Bangladesh severely. This very wet weather can o en lead to rivers burs ng their banks and many people losing their lives, homes or both. Hurricanes occur across the USA every year and many cause mass destruc on. One of the most recent and worst hurricanes was Hurricane Katrina in 2005—so devasta ng due to its change of course and sudden intensifica on as it moved over warmer oceans. Most recently a key example of extreme weather was the polar vortex, also known as a polar cyclone in many areas of the USA. This is caused by a low pressure system and a pa ern of strong winds bringing masses of cold air leading to temperatures as cold as ‐37 °C in Minnesota. Hundreds were killed par cularly the vulnerable elderly residents, thousands of flights were cancelled as planes were ground to a halt due to frozen engines. This severe cold snap led to other countries being impacted as cold air, snow and winds travelled. Nearby Canada and Mexico saw freezing temperatures. The impacts even stretched across the Atlan c to Europe, emerging as a European windstorm impac ng the Bri sh Isles. It seems from this that the extreme events are rain, wind and cold – however heat waves are also becoming more common. Again, these can be said to be occurring as a result of climate change, as the earth is becoming warmer and therefore we are more suscep ble to intense heat waves. Some of the most severe UK heat waves have occurred in recent years. The 2003 European heat wave saw temperatures of up to 39°C in some parts of the UK and overall killed 15,000 people, emphasising the large impacts heat waves can have. The cause of these recent heat waves may be due to a weather forma on called a blocking high, where areas of high pressure remain in an area for a long period of me causing extreme weather. Early indica ons from the Met Office suggest that this summer will be one of the ho est on record – only me will tell ! Overall our weather seems to be becoming much more extreme across the globe, the USA are par cularly vulnerable as they are exposed to a number of extreme weather events from cold snaps to hurricanes and tornadoes. The UK is also facing major issues as a result of severe precipita on leading to extreme flooding. The number of extreme weather events has increased with the increase in climate change, for extreme weather events such as hurricanes this is due to global warming leading to an increase in the ocean temperatures leading to more frequent hurricanes. The dura on and intensity of extreme weather has also escalated since the 1960's. In the USA total precipita on has increased by 5‐10% since 1997. The increase of extreme weather events means that more people are exposed and vulnerable to the impacts of this extreme weather, vulnerability is impacted by various factors including popula on distribu on, urbanisa on, land use and eco‐system changes and level of development. Jessica Carroll (12.4) Charlo e Clayton (12.4) and Laura Thompson (12.5) P
PE
EN
New
w le
wsl
ettter
r
Fo
ollow us on tw
witter @BR_Fixxtures
Sp
pring 2014
C
Curriculum
m Day:
M
Manchester House
ge
et healthy
Ma
anchester Ho
ouse took parrt in
the
e annual Hou
use Curriculum
dayy in Februaryy. This year ssaw
the
e introduction
n of new
wo
orkshops and
d an opportun
nity
to have fun and
d ‘play’ with
udents from o
other years. A
As
stu
alw
ways a massive success.
Ph
hotos and dettails inside.
1
IN
NSANIT
TY:
Y
Year 11 girlss go
re
etro for fitne
ess
Ye
ear 11 girls ha
ave seen the
e
intrroduction of tthe INSANIT
TY
wo
orkout in theirr lessons.
Stu
udents are pu
ut through their
paces by the fa
amous American
ness guru Sh
haun T. Although
fitn
Bisshop Ramseyy’s Year 11 g
girls
do things a little
e differently.
etails inside.
De
2
T
Tale
ent@
@BR
Bisho
op Ramsey students no
ot only go fo
or gold with the clubs
and teams in sch
hool, but the
ey push themselves, tra
ain hard and
d
comp
pete outside
e of school. There has b
been a lot of
o success
over tthe last few
w months.
K
Korfe Ba
all:
An
ny one heard of Korfe Ball?
Th
he latest craze comes
c
to
Bisshop Ramsey.
Harrow Korfe Ba
all Club have sent
of their finest ccoaches into
3o
Bisshop Ramsey tto introduce th
he
gam
me and answe
er the age-old
que
estion. What iss Korfe Ball?
More details and
d information
n about whe
ere you can
n get involve
ed
is inside.
3
Conttinued insid
de
School Gam
mes:
Round up
p of all the even
nts in the
school ga
ames calendar.
4
There are m
many competitiions and events
that take pla
ace throughou
ut the year thatt
make up the
e school game
es. We have a
round up he
ere of the last 2 months.
Manchester house Curriculum Day.
Manchester House have jumped, thrown, mixed and played their way to a healthier lifestyle.
Students from Manchester were split up from their usual form groups and mixed up into a class led by 6
of the finest teachers at Bishop Ramsey. Mr Aitken, Mr Butler, Miss Robinson, Ms Murphy, Mr Cullen
and Miss Dell led their teams through a series of different workshops designed to encompass all
aspects of what makes a healthy lifestyle.
When thinking about being healthy you need to consider all areas of your mind and body. Thinking just
about being physically fit and committing to that can help you become healthy, but what about your
social health, your mental health? We challenged students to think about this on the day.
Manchester were also faced with the questions of ‘what if someone’s health is severely challenged?
What if they need your help? So all students took part in the heart start award scheme.
Students rotated around 6 workshops. These are outlined below with the aims of the sessions
highlighted:
Parkour:
There are incredible physical benefits. Fitness includes
the combination of strength, speed, power, coordination,
agility, accuracy, balance, flexibility, cardio/respiratory
endurance, and stamina. By watching anyone take part in
free running or parkour it is simple to see this link to
fitness.
It helps improve
mental health. The
benefits to our mental
health extend beyond
the fitness benefits.
The process of free
running or parkour involves breaking down desired movements into
parts, training those parts, and then combining them with fluidity and
control. Through this process you learn to clear your mind of the
jumble of everyday thoughts and focus on your body and its
surroundings, therefore impacting on your levels of stress in that
moment.
Our parkour sessions were run by ‘Parkour Generations’
Food and Nutrition:
During this session students were introduced to all aspects of a
healthy diet, and taught about the ‘eat well plate’ (see the diagram
on the next page). Ms Miel and Miss Munro led this practical session
for the students and all designed and made and drank their own
smoothies from their choice of ingredients. Some smoothies
definitely worked better than others, with the favourite ingredient
definitely being honey.
2
Ju
udo:
Th
here is a long standing tradition of JJudo at Bishop Ramse
ey School an
nd Hillingdo
on Judo Club
b who are
ba
ased at Bishop Ramseyy in the even
nings were back to run fun filled se
essions for the
t studentss. Students
lea
arnt basic th
hrowing tech
hniques and
d ground wrrestling hold
ds. It has be
een proven tthat Judo, e
especially in
school aged p
pupils, has led to the following ben
nefits:
Inc
crease in…
…
1.
Decrrease in…
Fitness
1.
Violent behavior
2.
Self-con
nfidence
2
2.
Bad attitud
des
3.
Self-estteem
3
3.
Bullying
4.
Self-discipline
4
4.
Bad language
5.
Social sskills
5
5.
Disruptive behaviour
6.
Persona
al appearance
e and hygiene
7.
Fitnesss
8.
Self-con
nfidence
9.
Self-estteem
10. Self-discipline
11. Social sskills
12. School attendance
13. School grades
3
First Aid:
No matter how fit and healthy we are anyone can be
struck down by illness or injury at any time.
Having someone there who can perform basic first aid,
can for some be the difference between life and death.
During this year’s Curriculum Day students were taught
the basics of life support and first aid. With the excellent
resources the school have and the fantastic knowledge
of our British Heart Foundation trainer Miss Maycock, Mr
Lunnon and Mr Hall delivered intense but life changing
sessions.
Everything that was taught students were able to
practice, from simple recovery positions to full CPR. All
with simple to follow instructions key elements to look
out for.
Mental and Social Health:
Back in the students’ groups with their group leaders, students worked through a series of challenges
and tasks aimed to make them think about their social and mental health. Students all discussed causes
of stress and mental illness and took a stress test. The results were private and students were given the
opportunity to discuss any concerns with their group leader.
For social health students completed team orientated challenges where they had to work together to
solve a problem.
All in all students had a fantastic day; huge thanks are due to all staff on the day who made sure that the
INSANITY:
The latest American fitness craze is storming its way through
Bishop Ramsey but the Year 11 girls have taken a rather unusual
approach. Rather than traditional PE kit these rather extroverted
Year 11s have added a somewhat retro feel to their lessons.
What is Korrfball?
Well that rea
ally is the sa
ame questtion some o
of Year 10ss and Y11ss are askin
ng. All of a sudden the
ey
are
e playing this new sp
port, with a funny postt and a balll that lookss like a foo
otball but yo
ou can’t kicck it.
Well Bishop Ramsey has been lu
ucky enoug
gh to be sup
pported byy Harrow Korfball Club, and thro
ough
ome Lotteryy Funding they
t
are ro
olling out so
ome coach
hing to loca
al schools tto introduce
e them to tthis
so
ga
ame.
Ho
opefully aftter reading this you w
will all know
w a little bit more abou
ut Korfball and why it has so mu
uch
po
otential in sschools?
Ko
orfball is a mixed team sport - men and
d women p
play on an
n equal ba
asis - and it is best
tho
ought of a
as a cross between basketball and netb
ball, or ne
etball and basketbal
b
ng
l dependin
on
n how you look at it..
It sstarted in Holland a
at the startt of the 20
0th Centurry, when N
Nico Broekkhuysen, a teacher at a
mixed Amstterdam scchool, adapted it from a game
e he had seen
s
in southern Sw
weden in
19
902. It is th
he only intternationa
al sport tha
at must be
e played b
by mixed te
eams by definition.
d
Te
eams have
e 8 playerrs, 4 men and 4 wom
men, 2 of each gender being in defencce and 2 in
n
atttack at the
e start of a game. O
Other than being in a
attack/deffence 'divissions', pla
ayers have
e no
fixxed positio
ons or role
es.
Goa
als (or 'korrfs', being Dutch forr 'basket') are
scored by gettting a foo
otball-sized
d ball into a
basket about 11 1/2 ft high.
h
Afterr two goals,
scored by eith
her team, defence b
becomes
atta
ack and atttack becomes defen
nce.
You
u can't run
n with the b
ball, although you can
c
ga
ain ground
d more tha
an netball allows. Th
he use of space and
d moveme
ent away ffrom your
op
pponent iss vital, which makess it fast-mo
oving.
Players nee
ed balance
e, accelera
ation, han
nd-eye co--ordination
n, and the ability to tthink ahea
ad.
If yyou would
d like to ge
et involved
d and playy in the loccal area have a lookk at Harro
ow Korfballs
we
ebsite. http://www.h
harrowkorffball.com
A ro
ound
d up of
o all com
mpetittions
s.
Year 7 Netball Tou
urnament
Aftter some ve
ery good lea
ague resultss, the Year 7 Netball Te
eam had the
eir first tourn
nament on Thursday
T
27
7th
Fe
ebruary at S
St Helen’s. T
This was a g
good chance
e to measurre up to the other teams in the Borrough we ha
ad
no
ot yet played
d! We were drawn in a difficult grou
up with 7 other teams, so we had a very full schedule of
aftternoon netb
ball! First up
p was a stro
ong Bishopsshalt side who had som
me super sha
arp shooterrs! We lost tthis
ga
ame 3-2. Do
ouay were our next opponents and we played a lot more tto our poten
ntial in this game,
g
winniing
6-0
0! It was our turn to havve some super shooting from Geo
orgia Worleyy (7M) and D
Daniella Ekp
po (7R)!
Qu
ueensmead were our next opponents, and tha
anks to som
me brilliant defending fro
om Leona V
Verbena (7R
R)
an
nd Madeleine Woodwarrd (7Y) we managed
m
a 3-3 draw ag
gainst a stro
ong side. Ne
ext up were St Helen’s,,
an
nd despite so
ome solid d
defending fro
om Ciara Do
oogan (7S) and Abigail White (7E)), we weren
n’t able to ge
et
the
e ball up the
e court to ou
ur shooters against a ve
ery slick tea
am and we lost
l
4-0. Vyners A were
e our next
op
pponents and we had a great start with some strong
s
courtt play from WD
W Melissa
a Jarman (7
7E), C Abiga
ail
Wh
hite and WA
A Emily Masson (7R) fee
eding Georg
gia and Dan
niella in the area, putting us 2 goals up very
quickkly! Vyners m
made a quicck comebacck but we he
eld on to win
n 32! We
e had a quicck sprint to tthe courts a
across the fiields to playy
again
nst Harefield
d, and in pro
obably our w
worst game in terms of
linking up as a te
eam, we sne
eaked a 1-0
0 victory, witth Chloe Ow
wen
(7E) not
n only ma
aking some brilliant inte
erceptions at WD but also
helpin
ng to feed in
nto the attaccking third rreally well! O
Our last gam
me
was a
against Hayydon, and de
espite some
e silly mistakes we
mana
aged a 1-1 d
draw to end the tournam
ment. We w
were pleased
d to
finish
h in 4th in ou
ur league bu
ut we look fo
orward to pllaying some
e of
the te
eams again in full length league matches as w
we finish off that
seaso
on before E
Easter. Well done for alll your effortss girls.
Fu
utsal:
We
ell Done to U16 team w
who finished
d 3rd in theiir League bu
ut unfortuna
ately didn't qualify for the
t semi fin
nals
of the compettition.
U1
14s had som
me really clo
ose games, losing
l
2-1 to
o Queensme
ead but bea
ating Douayy Matyrs and
d Ruislip Hig
gh.
We
e therefore went throug
gh to the Q
Quarter Finalls but were drawn agaiinst a very sstrong Harefield side, a
and
de
espite a seco
ond half com
me back, we
e lost 6-3.
U1
12s play in a knock out cup compe
etition and fo
ollowing win
ns against Q
Queensmead
d in the first round, we
e
be
eat Haydon in
i the Quartter Finals 6--2, with a hat trick each
h from Andrrearna Dunb
bar-Bonnie (7S) and
Re
eanna Grego
ory (7A). Th
he semi final was against Barnhill who
w we had
d heard had a strong te
eam, however
we
e blew them
m away with some fast attacking an
nd solid deffending. We
e won 13-3, with yet mo
ore goals from
An
ndrearna, Re
eanna plus Emily Mason
n (7R) and Abigail Whitte (7E). We
e wait to hea
ar who our opponents are
in the Hillingd
don Final; an
n excellent achievemen
a
nt for their first
f
Year of Futsal.
Ye
ear 9 Netball Tourna
ament
Aftter a great sstart to the league seasson, with 3 w
wins out of 3
3, the Bisho
op Ramsey Year 9 Netb
ballers were
e in
po
ositive mood
d ahead of th
heir Hillingd
don District T
Tournamen
nt. We were drawn in a difficult group but we kknew
if w
we played w
well we would be able to
o get throug
gh to the ne
ext round.
We
e started strrongly with a 9-2 win ag
gainst Hayd
don B,
wh
ho didn’t kno
ow what had
d hit them, with
w us scorring off
ea
ach of our ce
entre passe
es and makin
ng a numbe
er of
turrnovers from
m Haydon’s centre passses. The se
econd
ga
ame was aga
ainst Vyners, and desp
pite not playying
an
nywhere nea
ar as well ass the first ga
ame, we wo
on 2-1.
Ne
ext game wa
as against St
S Helen’s, w
which we played
rea
ally well deffensively bu
ut couldn’t co
onvert this into
chances, so w
we ended up
p losing 3-0. A very close
contest againsst Northwoo
od College w
was up nextt,
wh
hich we lost 2-1, followe
ed by a win against Bisshop
shalt 4-3.
We
e waited to hear whether we had m
made it thro
ough to
the
e semi finalss, with the top 2 from each
e
group g
going
thrrough and w
were really p
pleased to find
f
out we h
had finished
d above Norrthwood College on goa
al difference
e to
set up a semi final againsst Vyners. W
We had beaten them last year at th
he tourname
ent so we kn
new we werre
wever, they sscored a couple of goals in quick ssuccession and
a despite
e a good lot of fight from
m
capable. How
e Bishop Ra
amsey girls we were un
nable to get it back and
d we lost 4-0
0.
the
We
ell done to tthe team.
T
TAL
LENT@
@BR
We
ell Done to Niamh Kean
ne (11A), who
w despite revising harrd
forr her GCSEss this summer still findss time to be amazing att
gyymnastics!!
On
n Sunday 16
6th Februaryy Niamh wa
as competing
g in Guildfo
ord
forr the Alex Sttrachen Cup
p. She was not only com
mpeting in
the
e individual competition
n but also in
n a trio and a 5 team
wh
hich is a gro
oup competiition.
Niamh cam
me back with
h
medals forr each; Bron
nze
for individu
ual, which iss
her person
nal best, and
d gold in bo
oth the trio a
and group p
performance
es!
Well Done Niamh, we wish her th
he best of lu
uck in her up
pcoming
Championsships!
Ju
udo enthussiast and gymnast Y
Year 10
stu
udent, Ch
helsea Pledge, recently
re
epresented
d Bishop R
Ramsey S
School at the
Lo
ondon Sch
hools Judo
o Qualifierr event.
Ch
helsea exccelled and
d won all her
h fights tto secure a Gold Medal in the
e under 48
8kg for Ye
ears
10
0 -13.This means sh
he has qualified for the British
h School Champion
C
nships to b
be held in
Sh
heffield in March an
nd Bishop Ramsey S
School willl be repre
esented fo
or the first time.
T LEN
TAL
NT@
@BR
R
Ch
helsea (14
4) has bee
en taking p
part in judo for five yyears; she
e participa
ates at sch
hool and iss a
me
ember of tthe Hilling
gdon Judo
o Club, as well as re
egularly en
ntering com
mpetitionss. She is a
grreen belt b
but compe
etes in a blue belt be
earing herr name. Acccording tto her club
b she show
ws
grreat potenttial. Chelssea explained that there will b
be sixteen competito
ors in her category,
fig
ghting young people
e from all o
over the ccountry and each kn
nock out sttage will la
ast for fou
ur
minutes.
W
Winning is n
not new to
o Chelsea; she has been veryy successfful in her career
c
so far. She iss
do
ouble time
e London Y
Youth Gam
mes cham
mpion winn
ning individ
dual gold and team silver in
20
012 and in
ndividual g
gold in 201
13. She also won th
he
Hiillingdon Mayor's
M
Sp
ports Awa
ard in 2012
2. In addition she
ha
as participated in the
e British O
Open and London O
Open
wiinning gold
d. She hopes to takke part in tthe Londo
on
Yo
outh Games 2014 in
n May whiich will be
e held at Crystal
C
Pa
alace.
Lo
ooking ahe
ead Chelssea wishess to take p
part in
intternationa
als in the n
next few years. Her ambition is to be
ch
hosen for tthe Englan
nd squad and be se
elected forr the
Ollympic Ga
ames where, of courrse, she w
would be g
going
for gold! In the
t future she would like to coach and
en
ncourage others
o
to take
t
part iin the sport she love
es.
TALEN
NT@B
BR
If yyou are takking part in a competittion or
invvolved in an
ny sport ou
utside of scchool, pleasse
e-m
mail the PE department and let u
us know. P
Please see on the nexxt
pag
ge our latesst correspo
ondence fro
om Gordan
n Summerffield, coach
h of
the Hillingdon
n Youth Games Cricke
et team.
Co
ontact eithe
er Miss Cu
urling (Head
d of PE) [email protected]
org
or Mrs Aitken
n (2nd in PE
E) saitken.3
312@lgflm
mail.org
R
RE: Hillingdon
n London Youth Games Boyys Team I am emailing yyou in relation
n to the Londo
on Youth Gam
mes Cricket Competition as o
one of the students within yyour school, A
Aidan Summerrfield, represented the LLondon Borough of Hillingdo
on this compeetition. A
All of these yo
oungsters from
m Years 7 and 8 were selecteed through triials and aattend different schools or llive within thee borough of H
Hillingdon (Harefield A
Academy, Bish
hop Ramsey, R
Ruislip High, Cranford Comm
munity School, Merchant TTaylor's & St Jo
ohn's). They h
have trained o
over the winter as a squad and should be justifiably prou
ud of their ach
hievements in
n being selecteed to play. Thee team ethic, ssupport and encouragemen
nt for each oth
her, conduct d
during the gam
mes, along w
with their cricketing ability aand talent was tremendouss. They won tw
wo of the 3 m
matches, beatting Croydon aand Bromley, u
unfortunatelyy losing one match to W
Wandsworth w
who were lastt year's Runneers up. U
Unlucky not to
o make it through to the finals at Lords deespite a superrb team eeffort, with evvery single playyer making a ssignificant con
ntribution to tthe team's p
performance. K
Kind regards, G
Gordon Summ
merfield R
RE: London Yo
outh Games H
Hillingdon Girls Cricket Team
m
I am emailing you in relation
n to the Londo
on Youth Gam
mes Cricket Competition as o
one of the students within yyour sschool, Rosie C
Castle, represeented the Lon
ndon Borough of Hillingdon in this Compeetition. (Breakkspear, Bishop
p R
Ramsey & Vyn
ners) W
What an achieevement! TThe team reprresenting HILLLINGDON in th
he London You
uth Games Cricket Competittion made it to
o the Finals w
which w
were played at Lords yesterrday. The squaad should be vvery proud of ttheir significant achievement in this veryy eexciting and highly competitive competition. B
Beating Haringgey in an excitting quarter finals match, th
he squad made it through to
o the Semi Fin
nals..... A
A very close neerve racking ssemi final for b
both players, ccoaches and supporters led to a win against Royal G
Greenwich and HILLINGDON
N went into th
he finals for th
he first time! H
HILLINGDON ffinished in 2nd
d place to Wan
ndsworth, who were worthy winners. W
Well done to tthe whole squ
uad, a very sign
nificant and proud achievem
ment for Girls Cricket. Picture attached of the tteam receivingg their medalss. A
All of these plaayers are from
m Years 6, 7 & 8 and were seelected througgh trials. Theyy have trained as a squad ovver tthe winter mo
onths. K
Kind regards, G
Gordon Summ
merfield M
Manager / Leaad Coach LLondon Youth Games Crickeet ‐ Hillingdon Parental Questionaire ‐ Academic Tutoring Day 2013
1 I/We attended the careers fair on 13th november
2 The careers fair was a valuable event & should be repeated
Yes
74
Strongly agree
55
No
55
No answer
5
Tend to agree Tend to disagree Strongly disagree Don't know
35
1
0
12
No answer
31
3
Have you attended one of the 'Parents Meetings' this term?
4 If so which year groups?
5 I/We found the evening helpful & imformative
Yes
105
No
27
No answer
2
7
25
8
25
9
21
Strongly agree
59
10
31
11
18
Tend to agree Tend to disagree Strongly disagree Don't know
46
1
0
3
Total number of responses to any part of the questionnaire: 135
12
12
No answer
25
13
5
No answer
25
Encourage son or
daughter to chat
about the day
without putting
pressure on
Try to
encourage not
to compare to
peers – but
show an
interest in them
Do homework
when set – not
last minute
Set boundaries
and adhere to
them – e.g.
sleep,
homework,
media
Talk, talk, talk… it
is so important to
keep the lines of
communication
open
Promote positive
thinking – actively
listen, and don’t say
‘pull yourself together’
Give constructive
feedback to develop
and build selfconfidence
Help children to
understand that
failure is a good
way to learn – and
it is always right to
tell the truth
Make time as a
parent to attend
school activities –
be knowledgeable
about what is going
on
Encourage
discussions about
work and life at
school – it is not
always about
results
Bishop Ramsey
Hume Way,
Ruislip HA4 8EE
“Delivering an outstanding education”
Telephone: 01895 639227 Website: www.hillingdonteachingschoolalliance.org
Have you ever considered teaching as a career?
You may be interested in using your degree (2.1 or 1st), work
experience and working with children to apply for a Salaried
or non-salaried training programme at Bishop Ramsey. We
are working with Brunel University and the Institute of
Education on these programmes.
The subjects that we offer are Maths, English, Science, Modern
Foreign Languages and Computing
Please contact David Poole on [email protected] or 01895
671094 for further information. The application process is
through the UCAS website.
YOU ARE INVITED TO ATTEND A TRAVELLING TRENDS LADIES FASHION SHOW HIGH STREET CLOTHES!! ALL PRICES SLASHED!! BARGAINS GALORE!! DO YOU NEED A FEW NEW SEPARATES TO LIVEN UP YOUR WARDROBE? WOULD YOU LIKE THEM AT BARGAIN PRICES? LOOK NO FURTHER …. DON’T MISS OUT – COME ALONG TO THIS EVENT AND ENJOY AN EVENING OF FASHION AND FUN HOSTED BY TRAVELLING TRENDS. THIS IS YOUR CHANCE TO SEE, TRY ON AND BUY THIS SEASONS FASHIONS AT GREATLY REDUCED PRICES AND HELP TO RAISE MUCH NEEDED FUNDS FOR CREATION OF A WOODLAND QUIET AREA in the Church grounds Date: Tuesday 29 April 2014 Venue: St Lawrence Church Hall Bridle Road, Eastcote, Pinner, HA5 2SJ Ticket Price: £5 available from Elaine Wigington‐020 8866 9649 or from Parish Office START TIME: 7.30pm DOORS OPEN: 7 pm Refreshments available NO ORDERING BUY ON THE NIGHT – PAY BY CASH OR DEBIT/CREDIT CARD TO BOOK A SHOW CALL 01737 217220 OR VISIT OUR WEBSITE www.travellingtrends.com NEW
Contemporary Dance Class
Monday evenings 5:30 to 6:30, commencing 6th January 2014
Ages 11 and over, beginners welcome
for more information please visit:
www.imagesschoolofdance.co.uk
or call Hayley on 07921612922
The Dance Studio
Bishop Ramsey School
Hume Way, Ruislip, HA4 8EE
Who are we?
Images School of Dance is a new school based in Ruislip; set up to provide fun and
exciting dance classes within the community. The Principals, Hayley Taylor and Sarah
Hewitt are fully qualified, experienced dance teachers who are skilled in a variety of
disciplines. They would like to welcome all students to share their passion and love for
dance, encouraging each individual to learn and develop in a fun and positive way.