q Curriculum Extension Days 6 & 7

Learning new things in different ways

Curriculum Extension Days are an annual event on the Comberton calendar and much anticipated by students.

Normal lessons are suspended for two days and all pupils in Years 7-11 are given the chance to learn something completely new. This year, for the first time, there was an environmental theme added to the sessions for Key Stage 3 students. Year 7 had a focus on becoming a global changemaker. They looked at various changemakers around the world, who had encountered a problem in their community and then came up with innovative solutions. They then tried to come up with their own solutions for environmental problems. We had solutions that looked at use of plastic in school and how to electrify aviation. Year 8 looked at future planning, first imagining what an ideal future would look like and then tried to work out what steps were needed to get there. Year 9 focused on the sixth mass extinction, watching Extinction: The Facts —a David Attenborough documentary and then created posters to help raise awareness of this issue. Traditionally Year 7 have had one day of science and one of PE and this year was no different. The science saw them take part in a murder mystery forensic event, while in PE there was a range of activities to try including gymnastics, squash, spikeball and dance. A highlight for Year 8 is the day trip to Walton-on-the-Naze to look at coastal erosion and its effects. They also enjoyed a morning with the MFL Department where pupils could choose between a variety of activities including learning capoeira, discovering ancient Italy, learning about Japanese language and culture and learning to play samba music — which was certainly the loudest activity! The afternoon sessions were devoted to learning about refugees in Cambridge and environmental matters. As well as their day of environmental and science activities, Year 9 had a day of maths, which included building some incredible models and origami shapes. Year 10 looked into the future with two days dedicated to preparing for the next steps. As well as the Careers Fair (see pages 8 and 9), they were given guidance of writing personal statements and learning strategies — study hacks — for their upcoming exams. They also began to work on their Key Stage 4 Computing skills using the iDEA course (Inspiring Digital Enterprise Award) in which they will gain badges for each digital competence they acquire. Year 11 students studying Creative Arts and or Engineering/Design worked on their GCSE practical assessment or worked towards other specific coursework targets. The rest of the year group took part in a carousel of activities, including problem gambling, personal relationships, pPost-16 routes, exam and revision techniques, promoting well-being, emergency first aid and CPR and money management. Assistant Principal Nigel Carrick and Sally Newton, Head of PSHE, started off one morning with an important and sobering message about Sexual Harassment, before handing the stage to Scott Davies, a former professional footballer. His life had been blighted for more than 10 years by a gambling addiction. In an engaging 45 minutes, Scott walked the audience through his life story from his first pay packet as a footballer through his tortured years as a gambling addict to his eventual wake up call, trip to rehab and recovery. Mrs Newton said: “We are very grateful to Scott for sharing his experiences, and we can best thank him by not falling into the same destructive pattern that he did.

CREATIVE MATHS: Year 9 created different shapes and patterns.

WARNING: Scott Davies spoke about his gambling addiction.

First-hand look at coastal erosion issues

Once had we arrived at Walton-on-the-Naze we changed our shoes to ones that we could get muddy. After that we set off to find the seawall and the groynes. But our geography teacher got lost! Once we had found the seawall, we figured out that the reason it was there was to protect the town behind it. As we were doing this a wave came and hit the seawall, soaking our teacher. Then we looked at the groynes, a few of them were broken and missing their planks. Our teacher then said that the groynes stop longshore drift from happening. Next, we went and looked at rip-rap. We all wanted to climb all over rocks but weren’t allowed to. Suddenly we were asked “what’s that?” while the teacher pointed at the cliff face. Only a few people knew the answer. It was an example of slumping and the pupil who answered explained how slumping was formed and what happens afterwards. At this point the teacher climbed

over the rip-rap to the bottom of the cliff and picked up a lump of grey clay. He explained that it was London clay and that it’s insoluble, which means it doesn’t let water in. We then started the long walk back up the cliff to get to the gabions. There were only a few left that hadn’t eroded and split open spilling all their rocky contents. After filling in our booklets we went to the Naze tower to get them checked by our teacher to see if we had done enough to go to the shop. Most of us were able to go straight away, but some had to stay behind to finish off. Once we had all got to the shop and bought what we had wanted, we walked back to the buses. We changed our shoes before we got on to the bus, as they were all muddy from walking. Then we drove back to Comberton, with our feet sore from walking. We all went home that day after having a great day with the Geography department!

SEASIDE INVESTIGATIONS: For Year 8 at Walton-on-the-Naze. Josh (8E) 5

COMBERTON VILLAGE COLLEGE Solving a murder . . .

When we had finished our introduction to a science topic with our Year 7 students, we wanted to build on their practical skills and scientific thinking, so we ‘murdered a teacher’!

Students walked into the classroom to learn that one of their science teachers had been killed. And one of the other science teachers was the murderer, but which one … We staged this crime during the school-wide two-day curriculum extension event with all Year 7 students. They had a single day, split over two 100-minute lessons, to solve the crime. To ensure students didn’t suspect our crimes, we recorded all the videos and the 999 call outside normal school areas. We also created a student instruction sheet and uploaded it to the class iPads. On the day, students used the iPads for everything: to get all clues, find out how to do the experiments, and to keep their notes and findings. Our technicians prepared trays of equipment, one for each of the four suspects and one from the crime scene. Students used these for their practical work to gather evidence. We divided them into five groups and they rotated around the trays. On the day, we began by playing to students the 999 call made by the Deputy Head of Science reporting the murder, saying who she suspected and why. Next, we showed the students videos of the suspects, encouraging them to use their observation skills to make their first deductions. For example, the videos identified two of the teachers as hayfever sufferers. Using our clues and the instructions, students had to put their chemistry knowledge into action to analyse data and pose hypotheses. They had four experiments to complete (all linked to our GCSE specifications): l Powder analysis and flame tests Compare four solids provided in small Petri dishes with the crime scene sample (which contained potassium ions) using a flame test (GCSE chemistry). l pH analysis of mud Discover which of four mud samples in labelled jars matches the pH of a sample of the muddy footprint from the crime scene, using universal indicator paper (GCSE combined science). l Chromatography Run chromatograms of four pens and compare them with a picture of a chromatogram from the ink of a pen found at the crime scene (GCSE combined science). l Biuret test for antihistamine in urine Test four urine samples for antihistamine (protein) using a Biuret test to identify which suspects have taken hayfever medication (GCSE biology). We arranged the clues so there were multiple suspects through the day, which meant students had to work through all the tasks, evaluating the evidence from the experiments to narrow it down a prime suspect. Some evidence was a red herring, for example the powder analysis. The powder could have been on the teachers’ clothing simply because they were in the same room. The urine analysis was more reliable, but it led to two suspects, which again meant students had to evaluate evidence. In their groups students debated the evidence, learning that as they accumulated more evidence the suspect could change. We liked this aspect as it mimics the cycle of scientific progress where ideas are modified and revised to explain new experimental results. In fact, as a teaching team we chose this activity because we felt it would reinforce scientific methodology and students’ practical skills, while giving us opportunities to make links with careers in forensics and criminology — all the time keeping students interested. We’d identified five learning outcomes: developing practical skills; handling chemicals safely; following a method; problem solving and evaluating evidence. Although we ran this activity with our Year 7 students, we could also use it with older age groups. We just hope the students enjoyed it as much as we did. With thanks to our colleague, Nina Bull who now teaches in York, for creating the activities.

Science Department staff

Comberton Village College & Sixth Form Performing Arts are proud to to announce two exciting productions in 2022!

Performed by year 10-13 students Performance dates: January 27th-29th 2022 Performed by year 7-9 students Performance dates: July 2022

GETTING ACTIVE: Squash and dance were among the activities on offer to Year 7 during Curriculum Extension Days.

Pupils relish chance to try new sports

The PE department was very excited to once again be able to host Year 7. Traditionally the PE curriculum extension days have given students a unique opportunity to take part in sports and activities that are not usually taught in the PE curriculum. This year external coaches were brought in and new equipment purchased to give students the very best experience. Throughout the day, students took part in a 50-minute taster session for a range of sports. Students were given tuition by Comberton Gymnastics coaches and allowed to use equipment such as balance beams, springboards, vaults, air tracks and specialist wedges that helped them perform a variety of gymnastics skills. The Cambridge dance company Bodyworks also put on a great session where all students worked through the set phrase and developed their choreography. A Comberton Squash club coach gave students a brilliant first taster of squash, with a range of fast-paced energy-driven games and drills. Students loved the opportunity to challenge their peers to squash matches and we hope to see many of them attending the Comberton Squash club. A first for the PE curriculum extension day was the introduction of Spikeball. We recently purchased eight Spikeball nets as the sport is becoming incredibly popular in America and Europe and we are eager to introduce it to our students. The taster session was very well received and due to its popularity, we are looking to include it in future lessons and at after-school clubs. For two of the sessions, students had to show their leadership and teamwork skills as they took part in Outdoor Adventure Activities. The first was a nightline. Students were blindfolded and led into the school’s wooded area, where they had to navigate obstacles relying only on a rope for direction and each other to provide effective communication. For the final session, students had to work as a team to follow a pre-made orienteering course using their devices to take them around school. On arrival to the set location they had to complete tasks and answer questions to gain points and work their way up a leaderboard. Over the two days it was great to see students engaged and enjoying the sessions. We hope that for many of them we have sparked an interest in some of the activities and they will look to take it up in either our own extra-curricular clubs or join clubs within the local community. If students are interested in getting involved in gymnastics, squash or dance then please do email the following providers to ask what is available. Comberton Gymnastics — comberton.gc@btinternet.com Bodywork Dance Classes — we are currently running a six-week jazz and street dance classes please email the PE extra-curricular coordinator Mr Anderson ganderson@combertonvc.org Comberton Squash Club — andydalessandro@aol.com

George Anderson, PE Department

Exploring cultures across the globe

Year 8 students had a fantastic opportunity to participate in one of five different workshops organised by MFL department, which were run by both visitors and our teachers. They were able to choose from Japanese (learning some language and making sushi), Ancient Italy, Samba drums, Capoeira and’ Joyful Activities’ . Everyone really enjoyed doing something new, experiencing different cultures and learning new skills and some students have written about their chosen activity. “I went to the Japan workshop and I learned a lot about Japanese culture and their language. For a starter activity we learned numbers from one to 30 in Japanese and a bit about Japanese culture. “We went on to make greetings cards with 3D pictures on the front. The final part was make sushi. This is one of Japan’s national dishes and is eaten widely across the world. “This was my favourite part and making sushi was really fun and interesting although I also enjoyed learning about Japanese culture and their national dress. ” — Aydin (8T) “I spent the day learning about Ancient Italy. For Periods one and two we learned about Mount Vesuvius and made mosaic coasters. “In Periods three and four we decorated gingerbread men to look like gladiators and then filmed them fighting each other. I really enjoyed this. ” — Isobelle (8N) “The Curriculum Extension Days in Year 8 were my first. They were very enjoyable with lots to do. I learned a lot about Samba, such as where it came from, some of the instruments used and much more. “We also learned how to play many of the instruments. I really enjoyed making hats with lots of decoration. “We also made two songs using lots of instruments and then performed them outside. I thought it was really fun and had an amazing day. GLOBAL OPPORTUNITIES: To learn about Samba (top), Ancient Italy (centre) and Japan (left) among others.

A WORLD OF OPPORTUNITY: Year 10 students had a chance to meet professionals from a variety of different industries. Pupils’ careers

insight

The Careers Carousel involved students rotating between four stations of their choice from the 14 available — spending around 15 minutes at each.

It was definitely a great way for Year 10 to gain confidence in talking to a wide variety of professionals, while broadening their awareness and knowledge on the range of careers relevant to their interests and aspirations. It also gave volunteers a great opportunity to promote their business to a large audience, and allowed many students to gain an insight into where they would like to complete their work experience at the end of the year. Some stations that were available included: a nurse, a solicitor, an army veteran, an architect, a professional from the UN, scientists from Springboard, scientists from Pfizer and many more. I feel that it was a beneficial experience for me as it brought further understanding on the career that I would like in the future. A big part of this was the nursing station and the Springboard station as they were very keen on answering questions that I had with a range of responses that made me feel more confident on the future that I would like to lead in the healthcare industry. It also allowed me to gain more knowledge on other industries that I didn’t know much about before. My favourite employers were either the nurse or the two physicists from Springboard as they were enthusiastic in promoting my aspirations and provided a lot of advice in what would allow me to achieve my goals. The nurse reassured me about my doubts on becoming a doctor and gave me certain strategies that she found helped her to achieve highly. The scientists from Springboard had engaging activities to do with medical devices, including coming up with an innovative strategy for treating eye infections with a drug to target the affected area, where the Year 10 pupils were assigned to create a mechanism to help achieve this. Thoughts on the Careers Carousel from other Year 10 pupils below: “Listening to different people talking about their paths through education and the world of work was probably all-round the best part of the afternoon for me: it really demonstrated that there’s no single, defined path to each career” – Emily (10M) “I found it really interesting to hear about how people got to where they are now, and it was reassuring to hear about how their path changed over time. ” –Madeleine (10M) “The Curriculum Extension Days were excellent; especially the careers carousel that was arranged on the second day. It was a great experience as I got to talk to people from different careers about the pathways they took to get where they are today, and about what they do at their jobs on a day-to-day basis. It helped because I was able to learn about jobs and careers that I hadn’t heard of before, and I also got advice from people who work in the field I would like to work in. ” – Krisha (10C) “I found it a really valuable experience to talk to adults about how they got to their current job and position. ” – Kat (10M).

Diya (10M)

BACK TO SCHOOL: Former Comberton students Aaron Ginn and Lucy Ling were among those on the careers carousel. Employers enjoy opportunity to share

Fourteen different potential employers from very different career pathways attended the Year 10 carousel to help students understand the incredible number of opportunities that are open to them whatever their interests. And from the feedback, it seems the guests found it as useful and engaging as the students did. Here are some of the reactions: “We were proud to be invited to speak at the CVC Careers Carousel in Oct 2021. “AG Motors was founded by Aaron Ginn, a past student at Comberton Village College, so we had lots to talk about regarding exams, work experience, college courses, apprenticeships, business management and the roles within the company. “We felt that the students responded well to the information and we look forward to welcoming a couple next year should they choose to do work experience with us. “It was a well organised event, and we will be more than happy to attend next year. about my experience and discussing the opportunities that are available to them useful. “They all showed a positive attitude which is great! Marshall Centre is committed to inspiring the next generation into Engineering, so it was a great opportunity to speak to your students. ” — former CVC student Lucy Ling, Enrolment Co-

Ordinator at Marshall.

“I enjoyed it. Some were clearly genuinely interested, and nobody was disruptive at all. “It’s nice to revisit your own decisions, early inspirations and goals, particularly after a long period of challenges and questioning the sanity of your chosen career path. ” — Simon Redman, architect at Cowper Griffith. “It was a real pleasure to take part, and we hope the students found it useful. We were really impressed by your students; a few in particular were remarkably knowledgeable about medical devices! Thank you for inviting us to the event.