YEAR 7 Curriculum Information 2010-11 1|Page
Dear Parents/Carers, We know that you take your daughters learning seriously. We are also aware that you would like more information about how to help your daughter learn effectively at home. As a result, we have produced this booklet to help you help your daughter. Inside this booklet you will find a lot of important information, including: • Important dates and events throughout the year for your daughter & yourself • Your daughter’s Home Learning timetable • Information about surgeries and contacting your daughter’s teachers • Summaries of what your daughter will be taught this year in every subject, plus advice about what parents can do at home to help • How you can use the Internet to help (and advice to guard against cyber-bullying). Your daughter has a school planner where she should be recording all her home learning tasks. Teachers may also write important messages for her, so please make sure that you check and sign your daughter’s planner every week. Best wishes to you and your daughter as we work together to ensure success for every student at Hornsey School for Girls. Yours Faithfully
Carol Jones Headteacher 2|Page
Date
Thursday 31March
Details
Y7 information Evening
An opportunity to get more information on your daughter’s learning year, and meet her tutor.
Y7 Parents Evening
An opportunity to meet your daughter’s teachers and find out about her progress.
How can I find out how my daughter is doing? (1) Speak to your daughter’s tutor Your daughter’s tutor is the first person you should make contact with if you have any general concerns about her progress. (2) Speak to the teacher or subject leader If you have any questions about supporting your daughter’s learning in a specific subject, please contact her subject teacher. If you have any queries about the curriculum content in a particular subject, then please contact the relevant subject leader identified on the following pages. (3) Speak to your daughter’s Director of Learning If you have serious concerns about your daughter’s progress please contact her learning and progress coordinator. Year 7
Cassie Hall
Ext: 231 cassiehall@hornseyschool.com
Year 8
Zeeshan Ali
Ext: 237 z.ali@hornseyschool.com
Year 9 Year 10 Year 11
Important Dates
Thursday 30 September
Event
Alex O’Donoghue Ext: 236 AlexO@hornseyschool.com Anjna Flack
Ext: 230 anjna.flack@hornseyschool.com
Ayse Enver-Yusef Ext: 235 ayse.yusef@hornseyschool.com
(4) Speak to the relevant member of the Senior Leadership Team If you have tried the above, and you feel the problem is still persisting please contact the relevant member of the Senior Leadership Team.
Jenny Smith (Deputy Head) Angela Rooke (Deputy Head)
Curriculum & timetable issues KS4 & 5 issues
CPD & staff training School specialism KS3 issues Fiona Abankwah Assessment (Deputy Head) Reporting to parents Exam entries
Ext: 288
jennifer.smith@hornseyschool. com
Ext: 287
AngelaRooke@hornseyschool. com
Ext: 229
Fiona@hornseyschool.com
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Students will be set home learning tasks twice a week in English, Maths and Science and once a week in all other subjects. Students are expected to write down their home learning in their planners, and parents/carers should be checking it is completed. Amount of time every day Year 7 Year 8 Year 9 Year 10
45 minutes minutes 45 minutes minutes 60 minutes minutes 90 minutes minutes 90 minutes minutes
– 90 – 90 – 90 -150
This is a guide to how much time should be spent on learning activities at home. Students should get into the habit of doing this every evening. Even if they complete tasks quickly, they should spend time reviewing their work and preparing themselves for the next days lessons (e.g. reading and reviewing last lessons work).
Try to support your daughter by ensuring that -150 she has a quiet place to work, and keep her books. Make sure she has a good night’s sleep, and plenty of water. We recommend that your daughter does not have a television or computer in her bedroom, as it makes it more difficult for parents to regulate. Year 11
Home Learning
Home learning is taken seriously at the school, and is set regularly. We believe it is important that students get in the habit of focused independent work from Year 7, developing their skills for future examination preparation as well as the world of work.
While access to the Internet can be useful, it needs to be carefully supervised. There are computers in the school library which can be booked if students do not have access at home. Please check what your daughter uses the Internet for, by regularly checking the history. Most Internet providers also allow parents to block certain sites. Community Cohesion (CoCo) Time Schools now have a responsibility to support community cohesion. At Hornsey School your daughter will be taught about the importance of community cohesion as well as being encouraged to partake in one of the schools many community cohesion projects. Further information on the school’s opportunities can be found at the back of this booklet. Cyber bullng is a very real and extensive problem. Please do not let your daughter use MSN messenger, chat rooms or social networking sites. If you have any concerns or doubts, please remove her Internet access. See the page at the back of this booklet for further information.
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Subjects
Art
CPSHE
Dance
Design & Technology
Drama
English
French
Geography
History
ICT
Maths
Music
PE
RS
Science
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Su Fairbairn 262 SuF@hornseyschool.com
Method of assessment:
Art
Subject Leader: Extension number: Email address:
Work is continually assessed throughout the course and students are given verbal and written feedback in relation to strengths; weaknesses and focus for improvement. Peer/Self assessment also takes place regularly. Students are given termly levels that take into account class work as well as homework, in accordance with the National Curriculum.
Overview of coverage: Students in Year 7 are given a thorough grounding in the essential art skills. They experience a range of activities such as drawing; painting; collage and ceramics, in relation to the themes of: Term 1 – Change You Me Us Term 2 – Structure Space Term 3 - Migration Globalisation We focus on creating a good working atmosphere where students are encouraged to develop their creativity alongside their knowledge and understanding of art from a variety of cultures and contexts. Students are expected to complete a Contextual Study homework project in addition to homework relating to activities in lessons.
Top tips for Parents to support learning at home Encourage your daughter to complete her Contextual Study homework project as well as other homework relating to activities in lessons. Check her planner regularly. Provide a range of materials that can be use at home such as graphite pencils (HB;2B; 4B); colour pencils; painting pencils; detail brushes and paint. Visit Art galleries; exhibitions and places of interest.
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Method of assessment: Students are assessed as part of their learning in each lesson through written and oral feedback. Students carry out peer and self assessment on completion of in depth pieces of work. Half termly teacher assessed tasks relate to each theme studied and a termly level is generated from class and home work learning tasks.
Overview of coverage: Autumn 1st half
nd
2 half
Spring
Change Students explore changes from Primary to Secondary; they share ideas about their own identity and how to build positive relationships. They explore their rights and responsibilities with a focus on homework, uniform, organisation and conduct. Learning is assessed weekly with an You, me, us Students explore ways to manage their feelings and deal with challenging situations with a particular focus on bullying including cyber bullying. Students learn about puberty. Learning is assessed weekly with an indepth assessed task on puberty.
Summer
Structures Students learn about the nature of UK society with a focus on the world of work and challenging stereotypes and discrimination based on race, ethnicity, gender, poverty and disability. Learning is assessed weekly with an in depth assessed task to produce a radio broadcast.
Migration Students learn about the realities for many refugees and asylum seekers through exploring stories of their journeys and arrival to the UK. They consider perceptions and rights and responsibilities towards asylum seekers. Learning is assessed weekly with an in depth assessed news report task.
Students explore space with a focus on personal Globalisation and power Space space and safety. They explore and develop ideas Students discover and respond to global issues of and strategies to stay poverty, unequal trade, safe on the streets, as pedestrians, when using climate change and conflict. the Internet and at school. They consider the importance of active global Learning is assessed weekly with an in depth citizenship and what assessed task to produce responsibilities and actions they can take to address material to raise issues of concern to them. awareness about how Learning is assessed weekly to stay safe. with an in depth assessed task to research and report on a global issue.
Top tips for Parents to support learning at home : Talk to your daughter about topical issues in the news. Encourage your daughter to read a newspaper Encourage your daughter to use the Internet to extend her learning and add detail to her homework tasks (both images and words)
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CPSHEe
Michele Lambert 245 michelelambert@hornseyschool.com
(Citizenship, Personal, Social, Health and Economic Education)
Subject Leader: Extension number: Email address:
Margaret Clunie 302 margaretclunie@hornseyschool.com
Method of assessment: Students use self and peer assessment throughout each unit of work. A formal assessment occurs at the end of each unit where students are assessed on their part
Dance
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn term 1st half
2nd half
Spring term
Summer term
Change. Explored Structure – Migration – creating dances learning to read simple action and based on the dance genre and understand dynamic Bharatya Natyam from South Labanotation, the Asia. Study the work of choreographic skills through the structure of writing Shobana Jeyasingh a London movement Space – exploring based choreographer and teaching of a set motif levels, proximity, former dancer group You, me and us. Globalisation/Power. Exploring pair and shape, floor patterns Studying human rights and the group work through and air patterns through professional abuse of the power through the idea of ‘Greetings’. dance work Waterless professional Developing space Method of Swimming dance work ‘Swansong’ and with a Instruction relationships as prisoner and prison guards. choreographic devices.
Top tips for Parents to support learning at home. View live dance performances as often as possible. Encourage your daughter to participate in extra curricular dance activities offered.
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Claire Lusher 256 clairelusher@hornseyschool.com
Method of assessment: Students are awarded a level based on their exploration of ideas and the task, generation of ideas, development and modelling of ideas, planning abilities, making skills and evaluation of their work. Students are given a level at the end of each project. Their work is marked on the D&T level tracker.
Overview of coverage: In year 7 students study two D&T subjects from the following list; food, textiles, graphics and resistant materials. They study the remaining two subjects in year 8. Each subject lasts for ½ a year
Over ½ 1st half
Food Change, communities and structures are taught as one project. Students learn how to design and make a product for a specific target market. Graphics Students design and make a local magazine. They learn about the structure of graphics such as layout, images, typography and colour application. They also design and make a free gift using computer aided design and manufacture (CAD CAM). Resistant Materials In Change students study the history of the telephone and product evolution. For You, Me, Us, Community, Environment students design and make recycled photo frames. In structures students learn about famous structures and take the triangulation bridges group challenge.
2nd half
Textiles Technology Change, You, Me, Us, Communities and Structures is taught as one project. Students learn about the structure of fibres, fabrics and construction techniques. They then use this knowledge to design and make a wall-hanging for their community based on the work of artist Paul Klee who used the theme of change in his artwork. Food Space, Migration, Globalisation is taught as one project. Students learn that the world is now a “global village” and that with people migrating to other countries products need to appeal to all cultures. They design and make a healthy product that will appeal to teenagers all over the world. Graphics Our students come from a multitude of cultures and countries. This project enables them to express their identify through graphic design. They design and make a magazine to appeal to teenagers all over the world. They also design a free gift using CAD CAM. Resistant Materials Space and Migration are taught as one project. Students design and make a small box which they decorate with cultural patterns. Globalisation merges pattern work into group work with students creating a globalisation mosaic. Textiles Technology Space, Migration and Globalisation is taught as one project. Students design and make a globally popular product ‘a bag’ that is designed to appeal to teenagers all over the world. They learn about fibres, fabrics, decorative and construction techniques and the textiles of different cultures.
Design & Technology
Subject Leader: Extension number: Email address:
: Top tips for Parents to support learning at home Check your daughter’s project work against her checklist Check your daughter’s level tracker to identify her level and what she needs to do to Improve Visit museums eg Design Museum, V&A, Science Museum Buy “On Target for Key Stage 3 – Design and Technology” (nelsonthornes.com) Web links www.dtonline.org , www.designmuseum.org
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Georgina Elliott 272 georgina.elliott@hornseyschool.com
Method of assessment: Students are assessed on their practical work in Drama: group work, performance and evaluation skills.
Drama
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn term 1st hal
Transitions
2nd hal
Friendship and Bullying
Spring term Structures
Space
Summer term Migration
Globalisation
Top tips for Parents to support learning at home: Any opportunities to visit the theatre would be really enhance students’ learning in Drama
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Ruth Robertson 247 admin@hornseyschool.com
Method of assessment: English teachers will mark class work and homework tasks. Students are expected to read teachers’ comments and act on advice about how to improve. English teachers will share success criteria with students and invite them to undertake self and peer assessment activities. English teachers will moderate key tasks completed by students to ensure our standards are accurate and consistent. English teachers will track students’ progress throughout year 7. Each student is expected to make at least one sub level of progress during year 7.
English
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn
Spring
Summer
1s hal
Non-fiction – autobiography OUR STORIES, OUR LIVES Individual talk to class ( S&L) APP reading task
Prose – novel THE RUBY IN THE SMOKE/SKELLIG Diary entry ( W) Essay on character
Poetry JOHN AGARD Language history (W) Poetry slam (S&L) Mini anthology of own poems
2nd hal
Media – film study HOME AWAY FROM HOME Storyboard and
Non-fiction CHILD LABOUR Whole class role play (S&L) APP writing task (W) Creative writing for THE
Drama OUR DAY OUT/HUMPTY DUMPTY Improvised scene
Top tips for Parents to support learning at home: Encourage your daughter’s wider reading by visiting the library and choosing books. Set aside quiet time for private reading or reading together every day. Encourage your daughter to check and correct all her written work – concentrate on using full stops, apostrophes, question and exclamation marks correctly. Test your daughter’s ability to define and spell key words in every subject.
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Stéphanie Langlet 475 stephanielanglet@hornseyschool.com
Method of assessment: Students will be working on Métro1 textbook. Students will be assessed on regular basis and will have a test at the end of each unit. The skills used in French are: listening, speaking, reading and writing.
French
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn 1s hal Bienve -greetings -school items -alphabet -numbers (dates and
2nd hal Bienvenue! (pt -colours
Spring
Summer
Toi et moi (pt
Au collège
-pets -description (physical
-time (12 hour clock)
Au -school
Mes
subjects
)
-sports -opinions and
Toi et moi -nationalities -
Top tips for Parents to support learning at home: Check homework is completed on due date (learning homework or/and worksheet)
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Charlotte Stevenson 267 charlotte.stevenson@hornseyschool.com
Method of assessment: Your daughter will be continually assessed in lessons by her teacher and will have a termly written assessment that will be either teacher assessed or peer assessed. The assessments will cover a variety of tasks and styles including newspaper articles, presentations and exam style tests. Each student will have an assessment folder in which they record their progress and targets each term. They will keep this throughout Years 7-9. Homework will be assessed weekly by their class teacher.
Overview of coverage: Autumn st
1 Hal
2n Hal
Olympics London After being introduced to what geography is students will learn about where the Olympic village will be built in London and why the site was chosen. They will be looking at the effects of building the Olympics and assess whether it is environmentally friendly. They will be asked to look at different people’s opinions & responses & may even get to visit the site to see the construction taking place. They will apply their understanding of sustainability to their own lives and the local area.
Spring
Geography Fashion Learning about where our clothes come from and how they are made. Focus on the conditions of sweat Shop workers and what can be done to improve them.
Summer
Into Investigating
the diversity of Africa. You will look at the range of wildlife and habitats, some of
Geography
Subject Leader: Extension number: Email address:
EU and Students will learn about the history & identity of the EU & what its role is both locally & internationally. They will investigate in depth one country of their choosing assess how different places have benefited from belonging to the EU.
Top tips for Parents to support learning at home: Encourage them to research around the topic we are studying using the library or the Internet or by asking family members who may have first hand experiences. Read through your child’s homework with them and question them on what they have learnt. When out and about ask your child to point out the geography that they can see and reasons why they think it has occurred. Encourage them to watch documentaries on geographical topics e.g. volcanoes or population. Encourage students to read papers regularly and look for the geography in the news.
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Lilly Gladstone 440 LillyG@hornseyschool.com
Method of assessment: Ongoing assessment of students class work and homework assignments.
Overview of coverage: Autumn
Spring
Summer
1st hal
Does change always
Did people in the Middle Ages have any idea how to stop
Were the Tudors really
2nd hal
Why did William win the Battle of
Why was medieval life
Why was Elizabeth I such a
History
Subject Leader: Extension number: Email address:
Top tips for Parents to support learning at home: Encourage your daughter to read around the topics she is studying. Ensure your daughter spends enough time on longer pieces of written work. Explore the fascinating historical sites that London has to offer
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Demetrios Skamiotis 215 demetrioss@hornseyschool.com
ICT
Subject Leader: Extension number: Email address:
Method of assessment: Units of work In Year 7 ICT is delivered as a discrete subject on the basis of whole school themes where students cover a range of core units as specified in the Key Stage 3 ICT National Strategy. The following units are delivered through the course of the year: Exchange and Sharing (peer and self evaluation); Creating Effective Presentations (video editing); Finding things out; Web building; Modelling and Presenting Numeric data and Data Handling (spreadsheets and databases). Approaches to teaching and learning Students use a range of learning activities to build on prior learning through individual or paired work. They are encouraged to develop their analytical and questioning skills to broaden their experience and enhance their knowledge and understanding of ICT concepts. Assessment procedures Pupils are assessed at the end of each unit using the National Curriculum levels.
Overview of coverage: Autumn
Spring
Summer
1st hal
Theme 1: Change from Primary to
Theme 3: Structure (modelling using
Theme 5: Migration (data
2nd hal
Theme 2: Community and Environment (research skills and using basic CAD
Theme 4: Space (web building with cross curricular work to the
Theme 6: You, Me and Us
Top tips for Parents to support learning at home: Visit your daughter’s MLE account and she will direct you to her ICT lesson plans and homework.
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David Kaplan 290 david.kaplan@hornseyschool.com
Method of assessment: We assess students in class to inform teaching and learning. We also have termly summative assessments.
Maths
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn
Spring
Summer
1s hal Place value –
Fractions, decimals, percentages, ratio
Measures and measurement; Handling data – representing
2nd hal Handling data –
Sequences, functions and graphs; Mental and
Construction and loci; Number operations, calculator methods
ordering and rounding; Equations, formulae and expressions; specifying a problem; Properties of numbers, powers and roots;
Top tips for Parents to support learning at home: Students should spend 15 minutes reviewing work done in class when you are at home - try doing similar questions on your own. Ask your child to explain what they have learnt in their Maths lesson. Use the MyMaths website as an additional resource at home (username: hornsey; password: triangle).
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Peter Austin 274 petera@hornseyschool.com
Method of assessment: Schemes of In Year 7 Music is delivered in relation to the whole school themes, where students cover a range of musical topics that will facilitate their cumulative musical develop in the key skills of performing, composing and listening. The schemes of learning (below) are delivered throughout the course of the year, enabling all students to further develop their musical aptitude to a level commensurate to their ability, providing meaningful targets for Year 8. Approaches to learning and teaching Students use a range of learning activities to build on prior learning through individual, paired and often whole music-making. They are encouraged to develop their analytical and questioning skills to broaden their musical awareness. Students are expected to challenge themselves through an increasing ability to independently learn over the course of the year. Assessment procedures Students use self and peer assessment during each project, so as to further develop their own musical aptitude. A final assessment takes place at the end of each project (approximately every 7 weeks) to establish each students’ National Curriculum Level and to consolidate the evidence of their learning through the topic studied.
Music
Subject Leader: Extension number: Email address:
Overview of coverage: Autumn
Spring
Summer
1st ha
Theme 1: Change Scheme of Learning ‘The Elements of
Theme 3: Structure Scheme of Learning
Theme 5: Migration Scheme of
2n ha
Theme 2: Community and Environment Scheme of Learning
Theme 4: Space Programme Music – Sci-
Theme 6: You, Me and Us Scheme of Learning
Top tips for Parents to support learning at home: Visit your daughter’s MLE account and she will direct you to her Music lesson plans and homework. www.musictheory.net (this website will develop your daughter’s music theoretical knowledge and facilitate a higher musical understanding. Please encourage your daughter to complete her music homework the day it is set (while the knowledge and understanding is still fresh) Is your daughter taking part in one of the many music enrichment clubs? Participation of this kind will naturally embellish your daughter’s musical learning.
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Victoria Barulis 301 Victoria.Barulis@hornseyschool.com
Method of assessment: KS3-Use of self, peer and teacher assessment against PE National Curriculum Descriptors. (A number will be given per activity)
Overview of coverage: KS3 ACTIVITIES TO BE COVERED NETBALL BADMINTON ROUNDERS OUTDOOR EDUCATION TRAMPOLINING
HOCKEY BASKETBALL CRICKET CLIMBING
ATHLETICS GYMNASTICS FOOTBALL CYCLING
Top tips for Parents to support learning at home.
Physical Education
Subject Leader: Extension number: Email address:
Students must attend at least TWO extra-curricular activities in PE Students to ask class teacher which text is most up-to-date and appropriate for their learning. Students to ask class teacher which revision guide is most up-to-date and appropriate for their learning. Students to utilise workbooks, which includes useful websites and information.
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Antonia Ilobi 289 antoniailobi@hornseyschool.com
Method of assessment: Peer, teacher and self assessment strategies are continually used to enhance learning and improve attainment.
Overview of coverage: Autumn 1st ha
Spring
Summer
Baseline assessment You, me, us community Students are assessed in to establish their prior unit continues for three more weeks knowledge in RS. This finishing with a levelled helps to inform our teacher assessment. planning of activities
2n ha
Globalisat Power/Authority Key questions such as ‘who has authority over us’ and ‘how does authority affect my taking into consideration Structures – In this their attainment and life?’, are explored. unit students study setting achievable and Through class discussion, structures in challenging targets for Christianity and Islam, written class and home them. The main unit of work considering the origin study is Change. Here tasks and role play, types and organisation of students explore the of different Christian issue of change at authority figures, denominations and the importance personal level and the five pillars of Islam. of authority figures and implications of change Students work in the from religious and groups on some issue of ultimate authority secular perspectives. activities which also involves peer You, me, us Globalisat assessment. Community Power/Authority Here students explore They reflect on the Continues and finishes importance of having the issue of their with structures in their lives an end of unit identity and compare their – examining their assessment. lifestyles to that of a individual and group This usually takes place Muslim who follows a identity. The the five pillars of Islam. few weeks before the importance of belonging and how they can make a
Religious Studies
Subject Leader: Extension number: Email address:
Top tips for Parents to support learning at home: Ensure that your daughter does her weekly RS homework. Discuss RS related issues with your daughter, giving them your views when asked. Encourage your child to used different methods of research e.g. Internet and library . 19 | P a g e
Steven Griffin 265 stevengriffin@hornseyschool.com
Method of assessment: Formative assessment and guidance in lessons and through book/task marking against success criteria. One teacher assessed APP task per theme (six in total). End of year level generated from a final assessment within the final term, although the previous tasks help inform this final assessment.
Overview of coverage:
1st hal
Autumn
Spring
Summer
Theme of Change – relevant science content from POS. Assessed task
Theme of Structures – relevant science content from POS.
Theme of Migration – relevant science content from POS.
Theme of Space – relevant science content from POS.
Theme of Globalisation – relevant science content from POS.
2nd hal Theme of You,
me… – relevant science content from POS.
Science
Subject Leader: Extension number: Email address:
Model building
Top tips for Parents to support learning at home: The Key Stage 3 science course is about students gaining the skills that they need to be a scientist through teaching of the science content outlined in the KS3 POS. Drawing their attention to science stories in the news helps them to understand the role of science in everyday life. Asking your daughter to explain to you what she is currently working on. Regular access to the Internet for use of SAMlearning.com
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The themes, skills and topics that will be developed over the seven years at Hornsey are set out below:
Them Learning about own and others experiences
Development of Thinking deeply
Topics covered in Getting to know you
Reflecting Settling in
Ethical issues
Developing personal values
Resolving conflict Cultural diversity and racism
Working with Year 6
Developing principled actions
Our local community
Seeking consensus
What are our communities?
Accepting others opinions and beliefs
Supporting a national
Community Cohesion (CoCo) Time
Schools now have a responsibility to support community cohesion. By this, we mean working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community. At Hornsey, there are many opportunities for students to contribute to community cohesion including working with primary schools, supporting local, national and global charities as well as taking part in various conferences. In addition, we have made a decision to teach Community Cohesion during Tutor time at the start of the day. The tutor is in the ideal position to support students in positive relationships at all levels.
Open to new ideas Reassessing values
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1. Always respect others Remember that when you send a message to someone, you cannot see the impact that your words or images may have on the other person. That is why it is important to always show respect to people and be careful what you say online or what images you send. What you think is a joke may really hurt someone else. Always ask permission before you take a photo of someone. If you receive a rude or nasty message or picture about someone else, do not forward it. You could be assisting a bully and even be accused of cyberbullying yourself. You could also be breaking the law. 2. Think before you send It is important to think before you send any images or text about yourself or someone else by email or mobile phone, or before you post information on a website. Remember that what you send can be made public very quickly and could stay online forever. Do you really want your teacher or future employer to see that photo? 3. Treat your password like your toothbrush Don't let anyone know your passwords. It is a good idea to change them on a regular basis. Choosing hard-to-guess passwords with symbols or numbers will help stop people hacking into your account and pretending to be you. Remember to only give your mobile number or personal website address to trusted friends. 4. Block the Bully Most responsible websites and services allow you to block or report someone who is behaving badly. Make use of these features, they are there for a reason! 5. Don't retaliate or reply Replying to bullying messages, particularly in anger, is just what the bully wants. 6. Save the evidence Learn how to keep records of offending messages, pictures or online conversations. These will help you demonstrate to others what is happening and can be used by your school, internet service provider, mobile phone company, or even the police to investigate the cyberbullying. 7. Make sure you tell You have a right not to be harassed and bullied online. There are people that can help: Tell an adult you trust who can help you to report it to the right place, or call a helpline like ChildLine on 0800 1111 in confidence. Tell the provider of the service you have been bullied on (e.g. your mobile-phone operator or social-network provider). Check their websites to see where to report. Tell your school. Your teacher or the anti-bullying coordinator at your school can support you and can discipline the person bullying you.
Anti-cyber Bullying Code
Being sent an abusive or threatening text message, or seeing nasty comments about yourself on a website, can be really upsetting. This code gives you seven important tips to protect yourself and your friends from getting caught up in cyberbullying, and advice on to how to report it when it does happen.
Finally, don't just stand there. If you see cyberbullying going on, support the victim and report the bullying. How would you feel if no one stood up for you?
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