Warlingham News - November 2018

News Warlingham School

ISSUE 1 2018-2019 NOVEMBER 2018 In this edition FROM the headS

2-5

French Exchange Trip

6-11

Community Sports Leadership Award

12-17

Year 7 English Leader Award

18-19

Votes for Schools

20-21

It’s Official: reading is good for you!

22-23

YEAR 7s during Activities Week

24-31

YEAR 8s during Activities Week

32-35

YEAR 9s during Activities Week

36-41

Sixth Form During Activities Week

42-43

Year 8 Judo

44-45

Attendance / Work Experience

46-47

Science Club

48-49

What Parents Need to know about...

Reddit

50-53

Wide Horizons, High Aspirations - Where are they now?

54-59

FEATURE: French Exchange Trip

FEATURE: Year 7s during Activities Week

FEATURE: Year 8s during Activities Week

FEATURE: Year 9s during Activities Week

Wide Horizons High Aspirations

FEATURE: Sixth Form during Activities Week

From the Heads...

Dear Parents/Carers Welcome to the first newsletter of this academic year.

for Years 10-13. Together, they are responsible for the day-to-day running of the school.

I hope you managed to see our press releases over the summer about our excellent GCSE and A Level Results. It would be remiss not to pay tribute to the hard work and dedication of our students in Years 11 and 13 in 2017/18: Well done to all the students, staff for their expertise and dedication and to parents for their support throughout. Mr Day will provide more detail on the exam success in his section below.

This section of the newsletter has been renamed “From the Heads...� and they will be writing it from now on.

As you already know, Mr Kinder and Mr Day took up the positions of Joint Head of School from September this year. Mr Kinder has particular responsibility for Years 7-9 and Mr Day Page 2

Much has taken place already for Key Stage 3 since the last edition of the newsletter, both this half term and during the last part of last term.

Mr N Bradwell Executive Head Teacher It has been a great privilege for me to take up the position of Joint Head of School this year, with responsibility for the lower school.

Indeed, a large part of this edition is dedicated to reflecting on the hugely successful Activities Week that took place in July. I hope you will agree that the articles showcase the vast number of Years 7-9 students that were able to widen their horizons through their engagement in a diverse range of fun activities whilst having a fantastic and enjoyable time in the process.

Returning to this year we were delighted to welcome our new Year 7 students into the school community and I would like to acknowledge the way in which the great majority of them have settled into their new environment. I wish them all a successful and enjoyable school career here at Warlingham; the staff and I look forward to discussing their progress after their first full term, at the Year 7 Parents Evening in December 2018.

We have had a really positive start to the year, buoyed by the excellent exam results which the outgoing Year 13 and Year 11 students achieved. We are extremely proud of their achievements and must congratulate every single one of them for their hard work and commitment.

The A Level pass rate this year was 98% with 48% of these grades A*-B, an improvement of 15%!

There were, as usual, some outstanding individual performances, including: Morgan Brown – A* A* A Joe Burke – A* A A Sonya Gholami – A* A A B Alice Hughes – A A A Harry Alexander-Porter - A A A Taylor Beck – Dist* Dist A

Many of our students have gone on to start their degree courses at their first choice top universities. This fact, I would like to thank all parents who along with our new football academy were able to take part in the Key Stage partnership with Whyteleafe FC shows 3 Information Evening, which was both that our Sixth Form is growing and is well attended and highly successful. going from strength to strength. I hope I am really looking forward to the the current Year 13 are encouraged students at Warlingham enjoying that they too can achieve fantastic another productive and enjoyable year. results this year.

The Year 11 cohort also achieved some fantastic results, which in terms of attainment were slightly down on Mr P Kinder the previous year, but interestingly, Joint Head of School beat the previous cohort (who Page 3

From the Heads...

CONTINUED

Mr Kinder

Mr Day

achieved some of our best ever results) Henry Firman – four 9 grades, four 8 grades, one A grade and one 6 grade in terms of the progress made over their five years at the school.

Lily Lennard – two 9 grades, two A* In Maths, students achieved 78% 4-9 grades, three 8 grades and two 7 grades grades (National 59%), 79% 4-9 in Sam Coole – two 9 grades, two 8 English Literature (National 73%) and grades, one A grade, three 7 grades, 69% in English Language (National one 6 grade and one 5 grade 62%). Our overall Progress 8 score has improved from +0.06 in 2017 to Megan Van Noort – seven 8 grades +0.12 in 2018. This is a wonderful and two 6 grades achievement and means that, on Sivani Sivanathan – two A* grades, average, the students have progressed four 8 grades, three 7 grades above the expected level based upon Neve Horn – one A* grade, five 8 their Key Stage 2 results. A special grades and four 7 grades mention must go to the following students who performed outstandingly Hollie Clarke – two 9 grades, three 8 grades, three 7 grades and one 6 well: grade Marnie Ekins – seven 9 grades, one 8 Matthew Howie – one 9 grade, two 8 grade and one 7 grade grades, six 7 grades and one 6 grade Page 4

Caitlin Duggan – six 8 grades, one 7 grade, one 6 grade and one 5 grade Jessica Maynard – one 9 grade, two 8 grades, three 7 grades, one A grade and two six grades Joanna Mubenga – one 9 grade, two 8 grades, three 7 grades, one A grade and one 6 grade Jessica Dartnell – one 9 grade, one 8 grade, four 7 grades and four 6 grades Harriet Roberts – one 9 grade, six 7 grades, one A* grade and one 6 grade Hope Cody – one 9 grade, three 8 grades, three 7 grades, one 6 grade and one 5 grade William Standen – one 9 grade, one 8 grade, four 7 grades, three 6 grades I would like to acknowledge and thank all of the teaching and support staff for their hard work, dedication and care of the students in supporting their progress.

L-R: Billy Gass, Morgan Brown and Joe Moore

The recent Sixth Form Open Evening, Key Stage 4 Information Evening and Year 11 Intervention Evening were all well attended and we were pleased with the many positive comments that were fed back to us. We always try to make use of the feedback to help us plan and improve our Key Stage 4 offer in order to help improve student achievement and to encourage as many of our Year 11 students to continue that success as part of our ever growing Sixth Form.

We wish this year’s Year 11 students all the very best and hope to see as many of them as possible in Year 12 and we encourage Year 12 and Year 10 to continue in the positive way they have started their exam courses.

Mr S Day Joint Head of School

L-R: Marnie Ekins and Hollie Clarke Page 5

French Exchange Trip

Mrs Smales, Head of Modern Foreign Languages, asked students to write about their experiences of the French Exchange trip to Bordeaux in September this year.

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Going to France was so much fun!

I was quite nervous before I met the family I would stay with for the coming week but by the end of the trip, I was sad to leave.

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French Exchange Trip CONTINUED

My favourite experiences were surfing and going to the wine cellars.

I particularly liked drinking sparkling grape juice as it was delicious!

In the French school, many students came up to us and attempted to ask us questions in English, about our lives. I loved the trip and recommend anyone who takes French as an option, to go on it!

Clare Richter (10R) Page 8

Thirteen of us went to Bordeaux and were given an exchange partner, more or less our own age, and stayed with their family, in their house. We went to school with them at College St Claire and basically had a fantastic time.

We spent a lot of time with our exchange partners and their families, chatting with them (in French), doing activities like shopping in Bordeaux

or simply eating dinner. We also saw a lot of the beautiful city of Bordeaux. Many of us remarked that the architecture there is beautiful; it’s a very pretty city.

We went to Saint Emilion, a small town not far from Bordeaux, where they make a sparkling wine. They demonstrated how it was made, which was interesting and we tasted some ‘canelés’ - local macarons.

Bordeaux is not far from the Baisin d’Arcachon which is a lagoon. Some of us went there and tried surfing in the sea. It was hard but great fun!

Close by is the ‘Dune du Pilat’ - the highest sand dune in Europe. The day we spent there was rather foggy but we still got a glimpse of the gorgeous view from the top. Walking to the summit was very tricky!

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French Exchange Trip CONTINUED

In conclusion, the Bordeaux exchange trip was great fun and all of us would highly recommend it to anyone taking French. You will learn so much, make new friends and have an adventure.

After initially being a little nervous about the trip, all my nerves disappeared after arriving and meeting my exchange partner, who I now consider one of my best friends! I had one of the best experiences of my life.

When Mrs Smales told us at the airport that our families were waiting for us behind the door, I suddenly realised that I was going to be staying with a family I had never met and would be speaking a different language for a week!

My favourite parts were visiting the city of Bordeaux, trying canelés and other French food and climbing up a sand dune, visiting Saint Emilion and shopping down the Sainte-Catherine.

The family I stayed with were also lovely and I would love to meet up with them again.

Nadya Porokhnya (11H)

Some highlights of the trip were the activities we did, such as surfing, and the food, especially the canelés!

It was sad to leave, having made new friends, but I really enjoyed the week.

Matthew Woodgate (10N)

Before meeting the family I would be staying with for six days, I was quite nervous but after I was introduced to them, I gradually felt more comfortable throughout the day.

It was interesting to visit a French school, even though I couldn’t understand the teachers most of the time! I especially enjoyed going into Bordeaux and trying canelés, which are a local delicacy.

Holly Woodgate (10L) Page 10

Mia Frith (10A)

On the first day, I met my exchange student and spent the day getting to know her family. On the second day we went to school and got to meet the rest of the French students. After lunch we went on a tour of Bordeaux it was beautiful.

On the third day we were at school until lunch and later went to Saint Emilion and got to taste some grape juice. That afternoon I spent shopping with my exchange student, which was fun! On Thursday we went surfing and the weather was amazing. On the last full day, we went to the Dune du Pyla with our exchange students and all spent the day together, and

on Saturday, we sadly had to say goodbye to them and went back home.

Overall, it was a great experience and I feel that my French has definitely improved.

I’m really glad I went on the trip because it helped my French a lot. I really enjoyed it and I have gained a new friend.

Rachel Sharp (11R)

On Sunday, I felt a bit nervous, but Ariana Guerin (10R) when I arrived I was fine; my family I went on the French Exchange trip last was extremely welcoming. year so I wasn’t very nervous to meet My favourite part was the day we the family. In any case, I didn’t need to visited the sand dune. be nervous because I got on with them I feel more confident speaking French really well and enjoyed the whole trip. and I am looking forward to when the I enjoyed going to the school and participating in the lessons and also the activities we did after school.

French students come to England.

Abigail Whiston (11a)

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Community Sports Leadership Award (CSLA)

A delightful part of my job is working with Sixth Formers on a Wednesday afternoon as part of their enrichment programme.

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The students concerned have chosen to follow a CSLA course (Community Sports Leadership Award – Level 2) where they regularly

go out to local primary schools to coach young children from Reception to Year 6. It is always a pleasure to see how the Sixth

Formers’ confidence increases in their leadership and organisational skills over the course of the year.

They volunteer their time each week Page 13

CSLA CONTINUED

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and have to think on their feet. They are often thrown in at the deep end, having to adapt sports activities to the needs of very young children and often they are working in restrictive spaces with limited facilities. They always manage however and they

are very creative and inspiring in their approach.

We believe that this communitybased enrichment opportunity benefits all that are involved. Our Sixth Form students benefit from the experience of working in a Page 15

CSLA CONTINUED

variety of schools with a wonderful cross-section of children and caring primary staff. They are able to refine their communication and leadership skills and learn to be patient, resilient and listen to the needs of the primary aged children. The primary children in contrast benefit from the expertise, youth and enthusiasm of our wonderful students. The children are coached in small groups, gaining lots of attention and support which benefits their fine and gross motor skills and hopefully adds to the enjoyment of getting physically active.

In addition, our CSLA students are involved in the planning and running of

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sports events hosted at Warlingham School. They did a superb job when leading and supporting both the Primary Swimming Gala and Cross Country Cup - neither event could run without their help.

We would like to congratulate the following Year 12 students on the successful completion of their CSLA Award Level 2: Mollie Durling, Holly Elvins, Connie Hill, Lydia Horn, Lucy Kay, Emmanuel Lloyd, Jemma Mayhew, Peppe Monteasi, Anna O’Sullivan, Zoe Sheldrake, Hannah Vinton, Chloe West, Charlie Wicking and Leah-Jade Wyllie. This was a great cohort of students who were a

pleasure to work with.

It is always difficult highlighting any particular students who went the extra mile. However this year the following three students did just that!

Particular congratulations must go to our Italian exchange student, Peppe Monteasi who came from Italy to study in the Sixth Form and was a great ambassador for Italy as well as an inspiring leader of young people.

Secondly, we would like to recognise Connie Hill for all the work that she did in the local community particularly in

her involvement in getting young and old people to go sailing. Finally, we would like to acknowledge Lucy Kay for all the time that she gave to the course and all the additional activities she was prepared to support to help provide sporting opportunities for young people.

Our students at Warlingham Sixth Form really do rise to the challenge and blossom as a result.

Mrs Salem PE Teacher Page 17

Year 7 English Leader Award

Christopher James (7N) - He consistently puts his hand up and contributes to whole class discussion.

He politely pointed out an error on the PowerPoint slides and was very keen • Actively join in and positively contribute towards class discussion. and grateful about the book buzz.

Annice Kemp (7L) - Annice has • Consistently meet or exceed their impressed from the start of term with Target Grade. her enthusiastic approach to English • Always complete their homework to lessons. She contributes regularly to a high standard. whole class discussions and is always • Demonstrate a love of reading by willing to help out other students. Her keeping a reading journal. work book is beautifully presented.

• Achieve high scores in their spelling Her ‘spooky story’ was excellent and demonstrated a creative use of tests. language devices.

The nominees and their citations for the first half of the Autumn Term were: Abigail Collis (7W) - From the first day, Abigail has worked extremely hard to Bailey Coburn (7M) - Bailey is a produce outstanding work. She has conscientious student who always revealed herself to be an avid reader comes to class with a great attitude to and this has led her to become an work. He has shown that he applies outstanding writer. himself in all aspects of class, through his spooky story writing, his homework Jack Reene (7W) - Jack is a confident English student, who has insightful and his ability to help lead class ideas. He has produced some lovely discussions. writing that has shown an extremely India Wermig (7N) - India achieved adept use of carefully chosen grade 8 on her English baseline. Her vocabulary with sentences crafted for classwork is always completed to a effect. very high standard and she expresses a love for the subject. She submitted Emma Defalco (7A) - Emma works an excellent piece of homework which well in lessons and has achieved highly on her baseline test. She achieved was beautifully presented.

English Teachers nominate Year 7 students each half term for the ‘English Leader Award’. Students can be nominated, provided they:

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full marks in the spelling test and gave in a great piece of homework. Emma has a very positive attitude to learning.

Cara Burn (7H) - Cara’s baseline test was extremely well written and a pleasure to read.

She achieved full marks in her spellings and gave in a lovely homework. She has made a great effort so far in lessons.

I would like to congratulate this half term’s winners of the Year 7 English Leader Award, Carter Simon-Trance (7L) and Scarlett Stewart (7M).

Carter Simon-Triance (7L) - Carter’s enthusiasm for English is what sets

him apart from the rest of the class. He tries his best in every lesson and contributes regularly to discussions. He is not afraid to ask if he needs help but is resourceful enough to solve many queries on his own.

He has a great attitude to learning.

Scarlett Stewart (7M) - Scarlett has worked really well so far this term and is really eager to do well. She always completes the set work and helps those around her. She is extremely responsible and is always helping lead group and class discussions.

Mrs Christie Head of English

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VotesforSchools At Warlingham School, students are this year again undertaking an exciting exercise every Wednesday called VotesforSchools. VotesforSchools helps give all young people a better knowledge of current affairs and gets them voting! VotesforSchools is delivered weekly during Tutor time throughout the academic year. The materials provided are accessible to all year groups across the school.

So far this year, students have participated in a number of debate topics ranging from “Do Aliens Exist?” and “Should the UK stay in the single market?” to “Do you consider Banksy’s recent stunt to be art?” There are 40 debates per year in total and every student takes part in the session with views discussed prior to students voting in a final yes/no vote.

VotesForSchools is an excellent tool which helps educate and inspire our students. Every vote by a young person is shared with decision makers at a national and international level and does make a difference. The rationale behind the scheme is to ensure that students have an opportunity to look at issues from different perspectives to their own and to take a stance based on considered opinion and discussion.

It also ensures that topical events Page 20

and situations, relevant to their own lives, are discussed on a regular and ongoing basis. VotesforSchools has actually been running at Warlingham since October 2017 but after a year’s pilot, we have made a decision that due to its success we will retain it moving forward.

“The resources are easy to use and beautifully organised, with incredible, eye-catching Powerpoint slides embedded with interactive media clips. It really engages the students” – Miss Haylock (Student Council CoOrdinator) “It gives students the opportunity to give a point of view on a subject that might not always be presented to them which could give them a greater understanding of the world around them.” - Annabel Radivojev (8W) Votesforschools has been well received by the students at the School and as it attracts over 200,000 votes weekly on a national level, it ensures that outcomes are discussed at the youth parliament. It has given our students a voice at national level and has promoted very lively discussion and debate thus far.

Mr Kinder Joint Head of School

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It’s official: reading is good for you!

The benefit of reading starts with the first book a child hears and continues throughout life. It is widely recognised that reading has a positive impact on student educational success. There is also significant evidence that reading has a huge impact on our wellbeing.

Eighteenth century, essayists Joseph Addison and Sir Richard Steele wrote, “Reading is to the mind what exercise is to the body.” Hundreds of years later, this quote could not be more true.

Studies carried out over the last few decades have proved there are Page 22

scientific benefits to reading. Curling up with a book is not only enjoyable, it can positively impact our mental and emotional health. Reading books, particularly fiction, fully engages our mind and imagination and is proven to reduce stress and promote relaxation.

A University of Sussex study revealed that individuals who had read for six minutes had slower heart rates, less muscle tension and reduced levels of stress.

Benefits expand beyond reduced anxiety and stress, however. Studies have linked reading to good brain

health in old age.

Just like our hearts, the brain is a muscle that needs to be looked after to continue to function well throughout our lifetimes.

If stress reduction, improved mental health, and healthy brain function weren’t enough, reading also helps us to become more empathetic and increases self-awareness. In fact, reading fiction increases our understanding of others and can improve relationships. As we become engrossed in a story, we understand the characters and their motivations and behaviours, which is knowledge that carries over to life outside of a novel. Also, when we select novels that are set in cultures other than our own, we develop the awareness of diverse human populations.

So, in a nutshell, here are ten reasons why reading is important and why we should all read often and widely.

1. If we read often and widely we get better at it.

2. Reading exercises our brains.

3. Reading improves concentration.

4. Reading teaches us about the world around us.

5. Reading improves our vocabulary and leads to more highly developed language skills.

6. Reading develops imagination.

7. Reading helps us to develop empathy.

8. Children who read do better at school.

9. Reading is a fantastic form of entertainment.

10. Reading relaxes the body and calms the mind.

With the vast range of titles held in the Learning Resource Centre (LRC) and new stock ordered every month, there is something for everyone to enjoy.

Please remind students that the LRC staff are here to support them and will gladly help them select appropriate books. Alternatively, if parents would like to make an appointment to visit the LRC with their children after school, I would be happy to facilitate this at a mutually convenient time. Please email me at l.ferguson@warlinghamschool. co.uk if I can be of assistance.

Louise Ferguyson Data Integrity & L RC Officer

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Year 7s during Activities Week

Page Page 24 24

Special Feature: Activities Week 2018

Greenwich Trip

a spiral staircase to our next place.

The next part was a lesson and it was On Friday 13th July we visited the teaching us about infrared light. In Royal Greenwich Observatory, which the lesson we also learnt about solar was built on August 10th 1675. It eclipses and other eclipses. We did a played a major role in the history of astronomy and navigation and is best practical with a torch, a styrofoam ball and a light detector (which absorbs known for the fact that the Prime light and gives a reading). We needed Meridian passes through it, and gave to imagine that the torch, the Sun and its name to Greenwich Mean Time. the ball were the planets in front of the There were long corridors full of Earth and we needed to see if more different rooms about space. All of the light got blocked out the closer the rooms had details about every part of planet was to the sun. My hypothesis space, for example: the Galaxy, Milky was the closest planet to Earth would Way; planets, Pluto’s own special make Earth receive less light from the orbit; stars, our great sun. At the end Sun. In the end, my hypothesis was of the corridor there was a queue correct because the further the planet waiting to go in. we waited there for a was away from the Earth and the little while and then we were let in the closer it was to the Sun, only a small room, which was dark and full of seats amount of light was not let through to facing up towards the ceiling. It was Earth. So the Moon blocked out a lot a dome-like room with projectors all of the Sun because it is the closest around. The projectors lit up the ceiling thing to the Earth. At the end of the with different colours. All the colours lesson the facilitator used an infrared made up the observatory. After a short light to show us what we looked like in while the ceiling started to change infrared light. That part of the lesson and it made it look like we were slowly taught us that infrared light can pick up going up into space. Once the ceiling body heat. stopped moving there were stars. The director showed us each star and what Shaun Joyce (8G) they were for. Then, he started to Humanities Activities zoom out again and it went to galaxies Instead of my usual gushing about then the Universe. He also showed how wonderful the Geography us black holes and how light can’t get department and its students are*, I out. This was called the planetarium. write from the Humanities Faculty this After the planetarium we had to go up

edition.

Special Feature: Activities Week 2018

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Year 7s during Activities Week CONTINUED

Before the students were set loose for their summer break, we had Activities Week and, as always, the Humanities Faculty was in full swing with Year 7s.

As in previous years, our topic was the Battle of Britain and, more importantly, the role played in this infamous conflict by our local area and residents.

Our contribution was focused into two days of interactive learning: a day in school, where students learned about the Battle, where it happened and who it affected, and a day out at the Imperial War Museum Duxford which has an amazing collection of aeroplanes from the conflict itself.

Please find below contributions from students who were kind enough to write reports of their fun days for myself and Mr Dicks (Head of History and co-founder of the Humanities Days).

under the table. This really showed how scary it would have been to live at this time. We were also given a card model to make of an Anderson Shelter – and then we tested how strong it was by dropping glue sticks onto it!

We then learned about where people went from our area if they didn’t have a shelter – like tube stations – and then got to watch Goodnight Mister Tom in the afternoon after lunch to see what would have happened to us as children during the war. It was an interesting and fun day, but it made us think about how bad things were.

Alfie Willcocks (8A)

*the Geography staff and students ARE still wonderful, by the way – more about that in the next edition!

Mr Gardner Head of Geography

Humanities Day in School We had an Air Raid Siren during the day which we got to use, and whenever it went off, we had to get Page Page 26 26

At the beginning of the day, we all had registration with Mrs Lilani, and she explained about what the First and Second World Wars and how they affected people from around here. It was a really touching story.

Special Feature: Activities Week 2018

After this, she showed us some equipment like gas masks, and explained what they were for and how they were used. We were then put into teams and worked on a board game called ‘Battle of Britain’; the game was based on making aeroplanes and seeing how they would have attacked enemy bases.

they were used. There were some gas masks, a fire hose pump and a stick grenade.

Freya Bodkin (8A) Duxford Trip

I went to the Imperial War Museum at Duxford during Activities Week. It was great to see all of the tanks and aircraft that they have there; they were Leah Bell (8W) fascinating! The activities we did there In Humanities, we watched a video were really enjoyable because we got showing how planes used to attack to investigate facts about the different our local area and learned more about planes and find out interesting and why this happened. We then made a sometimes gruesome facts. Some model shelter to test how it might have of the planes were really old. There helped when the planes attacked. was also an amazing gift shop, where Then Air Raid alarms kept sounding we got to buy some brilliant souvenirs – so we had to get under the desks and unique refreshments. We even to protect ourselves! We then had got to go INSIDE a real Concorde! to guess what objects were and how

Special Feature: Activities Week 2018

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Year 7s during Activities Week CONTINUED

There were many different hangars and each one had different varieties of plane inside. There was even a whole building for tanks! We all had a fabulous day there – and it was extremely fun.

Nash Pradeep (8A)

At the beginning of the day, we all met in the hall to register and then got on the coaches in our groups. The journey was just over an hour – not too bad at all – nevertheless we all had fun, listening to music and playing games.

When we arrived, we investigated our surroundings and went into the different buildings to see the collection of old aeroplanes. Each one had a sign telling us about when it was built and what it was used for.

We were then able to have our lunch – in the big hall there, or outside in the sun – and got a chance to look in the gift shop before getting back on the coach to go home.

Overall, it was a great day!

Libbi Brennan (8W) Page Page 28 28

Maths Day During Activities Week, Year 7 students were involved in a Maths Day, with several challenges incorporating geometry and shape, to complete.

Students were taught to follow instructions and fold paper into precise, two-dimensional shapes, including kites, regular polygons and equilateral triangles, reinforcing their understanding of properties of shape in a creative way. They then worked in groups to produce some

Special Feature: Activities Week 2018

excellent display work.

Later in the day, they were taught how to produce and use a template to create some amazing and intricate tessellations, in the style of mathematical artist Escher. Students were inspired to make more and more difficult designs. They then coloured them to create cross-curricular posters blending Art and Maths.

The final activity involved the Year 7s

working together to make an icosahedron, using tetrahedrons they constructed from A4 paper. They had to construct a football-sized icosahedron, which was held together by sticky tape. The challenge was not only to produce 20 accurate and perfect tetrahedrons, but to hold them together, without any tape being visible.

Students worked harmoniously together and then had fun testing the strength of their icosahedrons by using them for keepy-uppies in a competition at the end. It was decided they were all winners, except for the icosahedrons which ended up a little the worse for wear!

Mrs Sparks Maths Teacher

Special Feature: Activities Week 2018

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Year 7s during Activities Week CONTINUED

Summer Camp

the beautiful Langdale Valley with an July 2018 saw the fifth Year 7 Summer almost spiritual beauty surrounding us all.

Camp, a week which allowed 140 The first evening was spent settling students to fully embrace the school into tents, unpacking and becoming strapline “Wide Horizons, High familiar with the surroundings, getting Aspirations�. the measure of the shower block and By some distance, the long coach topping up on snacks from the onsite journey provided the lowest point of shop. the week - although this seems to

The following morning we gathered on have been felt more by the staff than the lawn, the students had breakfast the students who seemed almost and made their own lunch and some oblivious. However, it all seemed had even washed! worth it as the coaches pulled into Page Page 30 30 Special Feature: Activities Week 2018

Groups A and B were briefed on the full day’s mountain walk that lay ahead of them, and checks were made that they were properly dressed and equipped. Later that day they would find themselves seeking respite from the summer heat, with a paddle in a mountain tarn.

Groups E and F, took a short coach trip to the Newlands Valley, where they spent the morning Ghyll scrambling and the afternoon abseiling.

Later back at camp, stories of the day’s adventures were shared, and in the absence of modern day trappings, 140 students played in a field in the middle of nowhere.

The next few days were spent rotating the groups through the various activities, so that they all shared in the same overall experiences.

Groups C and D made their way to Lake Derwent, to spend the morning building and racing their own rafts, before lunching on the veranda.

This was followed by an exhausting afternoon canoeing.

On the last evening between courses from the BBQ, we stopped to reflect and think about the school values courage, commitment and kindness - and how they helped us all through a challenging but truly enjoyable week.

Mr Seward Assistant Headteacher

Special Feature: Activities Week 2018

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Year 8s during Activities Week

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Special Feature: Activities Week 2018

Go Ape

playground.

The course was really fun! You were attached to a harness and could do the easy course or the harder course - each one was fun. Navigating around all the different obstacles was fun and to see the teachers attempting this was very amusing! After a VERY long time on At the start of the week, we were Go Ape (I did the courses five times) it assigned to our specific group that was time to switch over, so we went we would be with for the entire week.

During Activities Week those of us who to the zoo. The zoo had: llamas, pigs, meerkats, birds of prey, wolves, horses stayed at school did fun challenges and fish. and activities, including: Beat the When we got back onto the coaches Flood, a Martial Arts lesson, Dance, we were all exhausted! a day with the Guildford Theatre It was an amazing day out and I would Company and going to Go Ape. really recommend it!

I have to say that Go Ape was the Warlingham School’s Activities Week is full of fun trips and opportunities; in Year 8 the students had the choice of going to Paris or to stay at school and go to other trips. I was one of the students who picked the latter.

highlight of my week! Obviously I cannot speak for other students when I say this but I think it was one of the best activities.

The day started off with us lining up in our groups on the front lawn. After taking the register our groups were told which coach to get on and then we travelled to Go Ape. When we arrived, we separated into two groups, one group would visit the zoo and then have the chance to do the Go Ape course. My group did Go Ape first and then visited the zoo. The groups were timed on when to go on the course so we had to wait in the

Alex Moore (9N) Beat the Flood

One of the alternative challenges during the week was ‘Beat the Flood’ - a creative task that tests a group of four to design and create a house that is resistant to flooding.

We started the day being assigned to our teams and designing the house.

We were given materials to use and attempted to make our design. Beat the Flood develops teamwork and creativity skills and as all the teams were trying to beat each other it also tested the students’ determination, perseverance, and competitiveness.

Special Feature: Activities Week 2018

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Year 8s during Activities Week CONTINUED

At the end of the production period, we tested our designs with a hose and a paddling pool. This didn’t end so well for some of the models, although it was a fun activity and we all had a laugh!!

Alex Moore (9N)

Creative Arts Days - Art Year 8 Art students yet again showed how creative they can be. Inspired by ‘The Way Things Go’ a 1987 art film by the Swiss artist duo Peter Fischli and David Weiss they constructed kinetic installations showing an imaginative understanding of how to Page Page 34 34

create a moving installation through balance, movement and gravity.

Art teachers were impressed with the wonderful team work and creative thinking displayed by all the students throughout the two days.

Mrs Sula Head of Art

Creative Arts Days - Music In small groups, students were invited to use Ableton Push and Ableton Live to create a piece of music that uses samples, mixing and wave editing to create a soundscape of popular music. As well as the outcome of their

Special Feature: Activities Week 2018

final piece of music, students were considering how to “communicate”, “concentrate”, “cooperate” and “compromise” in their group.

“I thought the brief was hard! I didn’t think I could do it, but my group and I worked really hard to make it sound real. I loved the simplicity of Ableton and could use some of the samples from my own music more effectively.” “I loved working in my group – we Joshua found using Ableton was a bit tricky at Ableton Push is a music-making first, but when we got used to it and control interface that perfectly were able to develop and edit our own integrates with Ableton Live software. samples, we loved it!” - Jasmine Students made a song from scratch The students’ excellent behaviour, with hands-on control of melody, attitude and willingness to get involved beats and structure, all using push pad technology that many professional and try something new was amazing to see. For many students, it was their musicians around the globe use on first taste of popular street music and a daily basis, both in studios and how it could be created and moulded live gigs. We are lucky to have 16 together to create a finished product.

Push interfaces in school; it is great Many students hadn’t even heard to see students using the very latest of Grime, and were self-conscious technology! of themselves and their skills. The The students worked using Ableton beauty of music is the opportunity Push software and created a to try something new, and expose composition which reflects their participants to new styles and then popular music – a topic and skill base experiment creating music in that that blends into their current Year 9 genre.

Schemes of Work this term. There The students had a fantastic day and a were some excellent results – and great experience! most notably the students’ ability to work under pressure whilst focussing Mr Duff on developing their teamwork and Head of Music social skills.

Special Feature: Activities Week 2018

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Year 9s during Activities Week

During Activities Week, some Year 9s choose to go away on PGL; the remaining students have a number of activities organised for them instead of participating in lessons.

The first three days are spent on site, participating in ‘Team Challenge’, a three-day event designed to develop teamwork and leadership skills. On Thursday and Friday, the students go to the Spectrum Centre in Guildford and to Whipsnade Zoo. On the first day of ‘Team Challenge’, the students are allocated to either ‘Calendar Wars’ or ‘Takeover’; they swop over for the second day.

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Calendar Wars Calendar Wars is based on a task from BBC’s ‘The Apprentice’.

In our version, the students work in teams of five to produce, market and work out the break-even point for a calendar to be sold to raise money for one of three charities: the NSPCC, Oxfam and the WWF. They have to manage a budget and their time, so are taught some useful life skills. They also have to work effectively in a team - one of the themes of the three days.

At the end of the day, they have to explain their decisions in a presentation to their fellow students.

Special Feature: Activities Week 2018

Takeover Takeover is a leadership and decisionmaking, role-playing game for eight teams that is loosely based on the board games of Risk and Diplomacy.

Each team comprises a Prime Minister, a Chancellor, one Emissary to the UN, a Propaganda Minister and a number of Ambassadors and controls a nation made up of a group of five provinces at the start of the game.

Enigma Challenge Enigma was the grand finale of the Year 9 Team Challenge event which took place on the Monday, Tuesday and Wednesday during Activities Week.

There were eight activities that each of the groups took part in. The activities all involved problem-solving and Students work in teams of 8-10 and teamwork. Each team was required have to create a strategy for the to rotate round eight activities in total; success of their nation state, negotiate each station posed a different problem, treaties with other teams, be subject had specific rules and involved a to action by the United Nations race against the clock! The students and design a national flag, national who took part were great fun and costume etc. for their nation. The really threw themselves into each more provinces a team controls; the activity. The level of teamwork and more economic influence that team communication was really impressive will have. The winning team is the one and several records were broken on who has built the strongest economy the day. Well done to all of the staff by controlling the most valuable and students who helped to make it a provinces. great day!

Melanie Filmer B&E / Marketing Manager

Mr Day Joint Head of School

Special Feature: Activities Week 2018

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Year 9s during Activities Week CONTINUED

Trip to the Spectrum Centre

skating before and started off looking very unsure of themselves but at the This is always a really good day out end of the session, they were skating and this year was no exception. The students enjoyed both the bowling and around the rink confidently.

The behaviour was excellent on the the ice skating and it was really nice coaches and at Spectrum. Having seeing them helping each other. supported the Year 9 groups during There are always a few surprises and Takeover earlier in the week (which some hidden talents. There were lots was good fun), it was really nice to see of very loud cheers for the strikes in them being successful, having fun and bowling, I think some of them even surprised themselves (even if they did involved in a different kind of activity. use the bumpers!)

Several of the boys had not been ice Page Page 38 38

Mrs Needs Assistant Headteacher

Special Feature: Activities Week 2018

PGL Trip 120 students went away to the PGL’s flagship centre, Boreatton Park in Shropshire, where the days are jam-packed with activities that are designed to challenge the students.

Students took part in four activities per day, as well as an evening activity.

Over the course of the week they took part in a variety of activities such as kayaking, raft building, Jacob’s ladder, archery, abseiling, aeroball and many more.

Kayaking – students gather in preparation for a game, which turns into a large water fight! (That water was very cold!)

Aeroball - trampolining meets basketball! Finley and Mia proved to be top goal scorers. This is Cody’s questionable jumping technique.

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Year 9s during Activities Week CONTINUED

Raft building – this session was Team Leay vs. Team Sula. Mr Leay’s team was the first team onto the water.

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One evening, the camp fire lights a giant disco, with DJ Mills, as everyone joins in the Macarena.

Special Feature: Activities Week 2018

Jacob’s ladder requires the students to work together to reach the top as the gap between the logs increases.

But all that hard work pays off, once you reach the top!

Challenge course tested these two, who used their athleticism to overcome the obstacles.

It was a great week and the students represented Warlingham School well. There were plenty of laughs, particularly on the last day as the staff enjoyed their final wakeup call! Many thanks to all the staff who ensured that the students have got some great memories of one of the best trips the school runs.

Miss Hurst PE Teacher / K S 3 Coordinator

Special Feature: Activities Week 2018

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Sixth Form during Activities Week - Gold DofE

A record-breaking 19 students completed their DofE Gold expedition in the Lake District.

The practice was over four nights in the Coniston area and involved some of the hottest weather in recent years. The days were spent by the students walking and honing their skills and then they cooled off with a dip in Coniston Water. I provided them with the history of Campbell’s Page Page 42 42

Bluebird and Mr Guzy took on the role of chief lifeguard. They were also treated to a rendition of John Denver’s “Country Roads” by the ever cheerful teachers.

The community-spirited group started their assessed trip by helping set up the tents for the Year 7 Summer Camp before heading off for four days of walking and camping in the Keswick area.

Special Feature: Activities Week 2018

Not quite as warm as the practice, the groups applied what they had learned and all finished in good time on the last day.

The toughest task the Sixth Formers had was trying to split the bill at the celebratory pizza meal in Kendall afterwards‌

Mr Hellier Maths Teacher Special Feature: Activities Week 2018

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Year 8 - Judo

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During the Summer Term a group of Year 8 students took part in a Judo course at Tatsfield Martial Arts Centre (TMAC). Every other Friday afternoon, these students travelled to TMAC for a full Judo session where they learnt holds, throws, ground fighting, locks and chokes.

Every other Tuesday afternoon they took part in classroom sessions looking at the Judo code, particularly respect, honesty, friendship, courage and self-control.

At the end of the term, we had a Judo awards ceremony where students’ parents came in and they were awarded medals for their contributions.

In addition, trophies were awarded to the following students: Most Improved – Jack Lander Best Team Player – Shay Clarke Best Judoka – Rishik Parmar It was a fantastic experience for both the staff and students involved and we are grateful to everyone who facilitated this.

Mrs Hunt (Science Teacher) and Miss Campbell (T A)

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Attendance / Work Experience

Good attendance is important Attendance and attainment have a direct link: for every 10% drop in attendance, a student is likely to drop a GCSE grade in all subjects.

• The School’s attendance target is 100%.

• Over 96% attendance improves grades by half in every subject.

• 90% attendance is equivalent to missing half a day every week and half a year over the five years of Page 46

senior school.

• 80% attendance is equivalent to missing one day every week and a whole year over the five years.

The Social side of school Being with and interacting with peers is a vital part of every student’s learning, progress and preparation for life.

There are 190 days of School per year, leaving 175 days for family time, holidays, outings etc.

Absence during term time Parents have a legal duty to ensure that children of compulsory school age who are registered at a school attend regularly.

If you take your child out of school without the School’s permission for five or more days, you will be liable to receive a penalty notice. Currently the amount payable under a penalty notice is £60 if paid within 21 days, rising to £120 if paid between 21 and 28 days. If the penalty notice remains unpaid after 28 days the Local Authority will consider a prosecution in the Magistrates Court. Please note that penalty notices are issued per parent / carer per child, so if there are two parents / carers with two children, they will receive four penalty notices.

Further details are available in our Attendance Policy.

Work Experience Year 10 students were on Work Experience from 2nd to 13th July.

It was very successful this year with almost all students going out to placements near and far. Feedback from employers, for the majority of students, was excellent. They praised the students on their maturity, appearance, punctuality and their attitude to work. These comments will We are here to help be very useful to the students when they complete their CVs and personal If you have any issues or concerns around your child’s attendance, please statements. Employers and students were either telephoned or visited do not hesitate to contact me on Extension 2022 or contact your child’s during the two weeks and reports from the staff phoning / visiting confirm the Head of House. We are proactive in employer feedback comments. supporting good attendance and will work with students and families in Many thanks to the staff who either a variety of ways to ensure the best went out to visit or rang students and outcomes for the students. employers at their placements.

Vicky Stokes Attendance Manager

Sue Stawman WEX Coordinator

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Science Club

Going to Science Club isn’t like having regular science lessons in school, it’s a friendly relaxed atmosphere where we learn cool experiments and extend our knowledge on scientific facts. I can guarantee that we do lots

of fun experiments such as making gun powder, elephant’s toothpaste, hovercrafts and making slime. We learn about how chemicals react when mixed together and we are lucky to be able to do some of these

Science Club takes place in C22a every other Thursday (Week 2) with Mr Moore and Mr Guzy Page Page 48 48

Elephant’s Toothpaste Large Test Tube Hydrogen peroxide liquid Baking soda 25ml water Washing up liquid Yellow Food colouring.

Safety goggles First we put on our safety googles, got a large test tube and put in some hydrogen peroxide liquid (approx.

10ml). We then had to add about 25ml of water, 2ml of washing up liquid and also one drop of yellow food colouring. The final ingredient was baking soda, we needed to add roughly 2 tablespoons and step back and await the reaction.

Before my eyes the concoction started to bubble very quickly and to my amazement lots of yellow foam blasted out of the test tube and landed in a heap of foam next to the test tube. I was shocked at how quickly the ingredients reacted and how the temperature of the yellow foam was hot after the chemical reaction. experiments ourselves. Obviously, the more dangerous ones are carried out

by Mr Moore; he does the exploding chemicals and will change the way he does it if it doesn’t work. In any

situation, Mr Moore always has a trick up his sleeve (even if he burns himself in some cases).

The first week, we made gunpowder, in groups of two we were given different ratios of the ingredients such as sulphur, charcoal and potassium nitrate to see which formula was the best. We discovered that the formula that contained 75% potassium nitrate, 15% charcoal and 10% sulphur was the most efficient at burning because there was a higher percentage of oxygen.

Recently, we were able to recreate some of the magic you might have seen in Harry Potter films. We were given a solution to use to write something with a paint brush on a piece of A4 paper. We had to wait for the solution to dry. Afterwards, we were all given a splint (flammable piece of wood) to light and put onto the dried solution. It started to spark and slowly the letters we had written burned away and what was left was a burnt outline of what we had written.... magic!

We have more exciting times ahead, Mr Moore has said that we will be exploring the science of astronomy among other things.

It would be great to see you there.

Shaun Joyce (8G) Page 49

What parents need to know about...

SUBREDDITS Each community (known as a subreddit) has its own set of moderators and its own set of rules, opening up the opportunity for your child to see inappropriate content or something they may find upsetting. Almost every subreddit is user-run, with practically no involvement from reddit employees.

Anyone can submit content to a subreddit and it’s not filtered.

costs $3.99 a month (around £3), or $29.99 a year (£23). Users can reward each other for content they post by giving Reddit Gold, a process dubbed ‘gilding.’

Reddit Gifts is a giant online gift exchange for sending a gift to a randomly assigned user. Reddit recommends that you spend around $20 on a gift, so there is a concern that your child could rack up expenses if unmonitored.

ADULT AND NSFW CONTENT While there are moderators in place for sub-reddits, they are not necessarily going to ensure that the sort of content you wouldn’t want your child to see is REDDIT GOLD AND GIFTS Reddit Gold is a premium membership banned. Reddit is concerned with free speech and light-touch moderation, scheme that gives ‘extra features so even the most open-minded of to improve the reddit experience,’ people may find deeply offensive such as no adverts, custom themes content. Reddit generally provides and avatars, and the ability to create a lot of leeway in the type of content Reddit ‘secret societies.’ Payment which is acceptable. Some members Page 50

choose vulgar usernames, while some communities have controversial or rude titles. Some content or communities are marked with ‘NSFW’ (Not Safe For Work) which means they may contain nudity, pornography, or profanity; it is easy for users to claim to be aged 18 and over to view this content.

REDDIT LINGO Children and teenagers often manage to mask what they are talking about by wrapping it up in language their parents do not understand. While Reddit is certainly not used just by children and teenagers, like any online community there are words, phrases and abbreviations that may seem impenetrable to start with, such as TL;DR: Too Long; Didn’t Read and ITT: In this thread.

CONTENT BIAS AND FAKE NEWS Subreddits are particularly prone to bias - to the extent that some of them

could be seen as propaganda. Reddit has been mentioned as one of the platforms used to promote Russian propaganda, for example. Other news stories can be completely false and not based on any evidence at all – known as fake news - these are written and posted online deliberately to create an impact. Both are nearly impossible to avoid.

TROLLS AND STRANGERS Globally, millions of people of all ages use the Reddit platform to discuss any topic imaginable from just about every possible viewpoint. Although people can find users who have similar interests, some will choose to abuse the platform. Talking with strangers can lead to trolling and abuse, or your child encountering unsavoury subjects.

Reddit users can also send each other private messages, so there is a danger of your child receiving inappropriate or unwanted communication.

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What parents need to know about...

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www.nationalon

nlinesafety.com

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Heather Thomson

We caught up with ex-students Heather Thomson, Sarah Hutson and Tim Pinkney; we asked if they could share what they’ve got up to since leaving Warlingham Sixth Form.

Before going to university after studying A levels in French, Spanish and History at Warlingham Sixth Form, I took a gap year to do a ski season in France to practise French and I spent the summer in Valencia teaching English to improve my Spanish.

I had planned on studying at the University of Southampton, where I had accepted an offer of a place, but a whirlwind of events changed my mind – mainly being offered a full time job teaching English in Valencia.

I declined my place at Southampton, and permanently moved to Valencia in September to spend the next year teaching English. I applied to the University of Valencia to study a full time, 4-year degree in Modern Languages and their Literatures. I was accepted and I am now studying French and will go on to choose a second language next year.

In that time, I’ve become practically fluent in Spanish, completed a TEFL course, made friends from all over the world (South Africa, America, New Zealand, France) , and started a

whole new life abroad where I’ve learnt things that cannot be taught at school (unfortunately!).

Studying languages at Warlingham Sixth Form gave me this opportunity and my teachers were always encouraging when I told them that I was going to take a gap year.

I hope people can take from this that it is okay for your plans to completely change, take years off to decide what is right for them and that they needn’t be scared of not doing what is viewed as the more ‘traditional’ thing.

Heather Thomson

I have some fantastic memories of my time at Warlingham, joining as a fresh faced Year 7 through to achieving my A Levels in Maths, Physics, Business & Economics and Product Design in 2006. From Warlingham Sixth Form, I went on to Exeter University and into the world of Diagnostic Imaging.

That is the world of X-Rays, CT, MRI, Ultrasound scans and a whole lot more!

Life at university was fantastic, both the university and the city itself are full of history, the grounds are beautiful and I found it to be a safe place to live. Whilst there I learnt about the wide variety of techniques that are used to image the body in a hospital Page 55

Where are they now?

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Sarah Hutson

and the science that underpins them.

As well as the text-book stuff, I spent a significant amount of my time putting theory into practice, working in different hospitals along the south coast; living in Poole and Dorchester for a number of months at a time allowed me to explore even more of this beautiful part of the country.

the London commute one bit. There are some fantastic people with stories to tell right here in Surrey.

Today I work across various specialist areas in Radiology including the more familiar area of CT (Computed Tomography), this uses X-rays and a lot of computing power to create three dimensional images of the My professional title is ‘Radiographer’. human body. Different amounts It is a protected title, which means that of X-rays pass through tissues of you cannot call yourself one without different densities, each creating a being professionally registered with different shade of grey on the image. the qualifications to go with it. In the A wide variety of different diseases wider picture, this includes Therapeutic can be visualised as they change the Radiographers who are responsible structure of the body. I still take X-rays for the planning and executing of from time-to-time too; this can be Radiotherapy treatments, however as interesting: children swallowing coins, a Diagnostic Radiographer, it is my job drug mules picked up at the airport, to use different imaging techniques to sports injuries of every kind and one of help identify / demonstrate disease to my favourite stories - someone carving help doctors treat their patients. their fingers instead of the turkey for their Christmas dinner.

I work locally for Surrey & Sussex Healthcare Trust which for most means The wonderful thing about a career East Surrey Hospital in Redhill. I work in the NHS is that you can develop all hours of the day, all days of the yourself as much as you wish, so week providing an invaluable service to in 2012 I went on to Post Graduate the local community and I love it. education, studying Nuclear Medicine at City University. Nuclear Medicine is I have worked on Harley Street, a fascinating branch of radiology which famous for healthcare in central London but for all the experiences and utilises the properties of radioactive famous people I met, I do not miss the substances to help diagnose and also treat disease. The most common delayed trains and sweaty armpits of tracer we use is a radioactive form of Page 57

Where are they now?

CONTINUED

technetium which you can find on the periodic table. It is a gamma emitter which means its decay emissions are able to escape the body and can be detected by our gamma cameras.

Other substances we use emit higher energy beta or alpha particles and when targeted specifically to an area of disease; the emissions kill off the diseased cells nearby. The use of radioactive substances is highly regulated so I don’t think I’ll achieve creating my own Hulk!

Radiology and healthcare as a whole has changed hugely, even in my relatively short career. Demand continues to soar as does the complexity of the cases we see, therefore we have to adapt and grow; there is always something new developing and we’re always training Radiographers of the future too. My job can be incredibly demanding emotionally and physically.

Developments in science mean we are able to detect disease far more easily and I meet patients who have had their lives turned upside down by cancer on a daily basis; at the early stages and also at the end - it can show people at their best and people at their worst.

What I enjoy about my job is the interaction with such a cross section Page 58

of people - each with their story to tell - and if I have a tough day I have a fantastic group of colleagues. We all look after each other; there is excellent camaraderie in the NHS. It’s fair to say that working in the NHS has its challenges, but it also has so many rewards and I’m extremely glad that I ended up here. To tell you the truth I had no idea what I wanted to do after leaving school but when I flicked through the many prospectuses for inspiration, Radiography seemed to suit me well; it keeps my interest in science satisfied. I never knew how to sit still at school and now I don’t get to!

I do owe thanks to some of the staff during my time at Warlingham as their passion for their subjects helped to spark and nurture my own passion.

Don’t ever dismiss something you might learn at school. However abstract and irrelevant it might sound, it might be the beginning of something. I remember having to do a piece of work on particle accelerators for A Level Physics and I said to my classmate, “What use is this going to be to me in the future?!” For many people none at all, but for me, well, I couldn’t do my job without one!

Sarah Hutson

I spent five happy years studying at Warlingham School and a further two at Warlingham Sixth Form, where I enjoyed being able to choose the subjects that really interested me for A Levels. I did Government & Politics, History and Law. I especially enjoyed History, which I had loved in the lower school, and knew I wanted to study it further. I enjoyed the more adult approach to learning in the Sixth Form.

The Sixth Form also helped prepare me for University. I went on to study History and Archaeology at the University of Southampton

Tim Pinkney

with a keen interest in Marine Archaeology. I have just graduated this year with a 2:1.

I am now on a sponsored threeyear training programme with shipping giants Evergreen to become a Nautical Navigator. I am currently based at Fleetwood Nautical College where I am in Officer Training for the Merchant Navy. I hope one day to captain research vessels.

Tim Pinkney

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Wide Horizons High Aspirations

Warlingham School Warlingham School is part of the Tandridge Learning Trust Address: Tithepit Shaw Lane, Warlingham, Surrey, CR6 9YB Tel: 01883 624067 Fax: 01883 624026 Email: info@warlinghamschool.co.uk Website: www.warlinghamschool.co.uk