Autumn Newsletter 2015

School Newsletter Summer II 2015 The Bewdley School & Sixth Form Centre Learning for Life - Achievement for All Dear Parents, Carers and Professor Peter Jones from the University of and Learners, Birmingham, inspired learners with enlightening and We had a very hec3c entertaining talks on their chosen fields of Biomedicine, start to our new Chemistry and Nuclear Physics. Students were academic year, encouraged to consider career paths in Science, Technology and Engineering. The lectures brought ensuring that the new Science to life and concluded a fantas3c day. The Science building was following day guests were invited to an official opening, ready and fit for our where two Year 7 pupils, Elizabeth Thomas and Sam learners. If you haven’t had a chance to visit our new Annis and two former pupils, Rhys Brown BSc Physics block, you might have seen from the school Facebook and Beth Stevens BSc Midwifery cut the ribbon.Our page some of the amazing photographs. We were open evenings this term have been well-aYended, with fortunate to have secured the funding of over £2.8 many parents from out-of- area visi3ng and choosing our school for their young people’s secondary million for such a well-designed facility. The old block educa3on and Post 16 studies. Many commented on has now been demolished; it was planned to come our Sixth Form guides, who helped run the open down in the summer, however, the arrival of a ‘rogue’ evenings and the official opening events and were a bat halted progress. Throughout the build and the credit to the school! demoli3on, our learners were fantas3c, managing to ignore the noise. The builders, who shared our site for The Rotary Musical Showcase, a Bewdley Fes3val fringe event, gave the school an opportunity to share the a year, spoke extremely highly of the behaviour of our talent of its many musicians with the community. youngsters. Our summer results show once again the value we are A double celebra3on of our new build took place last adding to our learners. When home and school work week star3ng on Thursday. In the morning, all 500 together, our youngsters benefit and make excep3onal learners in Years 7, 8 and 9, pondered the ques3on progress. ‘What would life be like if we were all exactly the same?’ This led to pupils learning about the structure Thank you for returning the learners in appropriate and role of DNA and culminated in all learners school uniform and suppor3ng our homework policy. extrac3ng a sample of their own DNA to keep as a Our new Year 7 have seYled in extremely well. memento of this special day. In the aWernoon Year 10 It has been a busy and very successful half-term. Enjoy and 11 Triple Scien3sts and Sixth Formers aYended a a week of rest! series of lectures. Dr Petula Nurse from the Wolverhampton University, Professor Richard TuckeY Mrs Julie Reilly - Headteacher 1

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Science University Lectures for KS4-5 learners AWer the recent opening of the Bewdley School’s impressive new science block, science has th recently been at the forefront of life at Bewdley. The commemora3ve science day on 15 October, gave our budding scien3sts the chance to experience higher level educa3on in a chosen field, and to see where it could take them. Years 10 and 11 learners with an interest in science had two hours off 3metable to learn from the lectures. University specialists in the fields of Biology, Chemistry and Physics were invited to discuss their work, and the science they research. I personally elected to see Physics and Chemistry, and learnt a lot from both professors. Both lecturers from the University of Birmingham had many interes3ng things to say about their work. The Physicist told us about his work at the Large Hadron Collider, and quizzed our science knowledge. Meanwhile, the recently-re3red Chemist told us about his career in spectroscopy as a chemical physicist, as well as his later work into climate change. He touched on many things from sexism to poli3cs, and included a musical interlude of some Bach! Overall, I took away a lot from the day, and felt more inspired to con3nue in science educa3on in the future. Reuben Howles - KS4 News Reporter 3

Art & Design Bewdley Festival Cartoon Workshop The Bewdley Fes3val arranged for a group of Year 12 to aYend a cartoon workshop, which focused on self-portraiture, and how to create a good caricature whilst s3ll capturing the essence of the person being drawn. This all sounds very easy, but in actual fact it is hard to do well! Mar3n Rowson is a cartoonist who works for many different na3onal newspapers, and he visited Bewdley as part of the Bewdley October Fes3val, to give a lecture about his career as an ar3st. Rowson discussed the history of drawing portraits, and then led the group through a series of exercises to help them develop their observa3onal drawing skills. The students par3cularly enjoyed trying to make each portrait they drew, look like animals such as a domes3c cat, a snake and even a giraffe! In the final exercise the students were invited to draw a cartoon of Mar3n, and were given free reign to exaggerate his features! The results were superb, and Mar3n Rowson later tweeted a message to the Bewdley Fes3val staff to say he had just “ done a really enjoyable caricature workshop with some very talented sixth-formers at Bewdley”. The art department would like to thank the Bewdley Fes3val for arranging this workshop as part of the Youth Fringe Fes3val. Mrs B Newbold - Director of Specialism 4

Sixth Form News It has been a fantas3c start to the year. We have had a record number of Year 12 learners start in the sixth form this year, and also a record number of students joining us from other schools, to whom we wish a very warm welcome. I have been very impressed with how quickly Year 12 learners have adapted to the extra demand of A levels and now fully appreciate the hard work that is required to make the jump from GCSE to A level. They also fully appreciate the support and guidance that the teaching staff are providing to make this transi3on. We had a fantas3c day at Top Barn Outdoor Centre, with the Year 12 learners comple3ng a range of team building and adventure ac3vi3es, including gejng very wet in the lake! The ajtude to take on new challenges was great to see and will be extremely valuable to them as they progress in their A levels. This was followed by the Balloon Chair Challenge, in which we saw great team work and lots of amusement! Year 13 have returned to the Sixth Form with a new mo3va3on to complete university applica3on forms and achieve the success they target. We have also had a number of guest speakers in school to highlight of the range of op3ons available to Year 13 when they complete their studies with us; the informa3ve presenta3on on appren3ceships has really prompted reflec3on in par3cular. In addi3on to the effort being put in throughout the school in lessons and during study periods in the sixth form study room, it has been a busy 3me for students outside of the curriculum. We were extremely proud of Year 12 and 13 learners who were ac3ng as tour guides for the School and Sixth Form open evenings, which saw a great turnout. They completed these tours with great maturity and were extremely proud to showcase the school they enjoy studying in. It was fantas3c to hear such posi3ve comments from parents. Well done to everybody involved! I would like to remind Year 11 learners who wish to apply to Sixth Form, that they can now download the applica3on form from the school website and will also receive a hard copy during their tutor 3me. These forms should be st returned to school by Tuesday 1 December. Please do not hesitate to contact staff, should you have a ques3on about the applica3on process. It has been a great start to the year that must now be supported by extensive independent study and focused work during the half-term break. Mr P Phillips - Director of Learning (Sixth Form) 5

Helen Mackaness Trust Fund Year 12 Tim Borrow Photography Workshop The art department arranged for a group of Year 12 students to work for a whole day with Tim Borrow, a professional photographer and ex-student! Tim’s speciality is photographing famous surfers, and this means he spend rather a lot of 3me in the water, in order to capture the perfect ac3on shot! He also photographs fes3val events and fashion shoots. The workshop was funded by the Helen Mackaness Trust Fund, which is a local trust that supports young people in the arts and music. During the workshop, students were given advice about sejng lights up within a studio sejng in order to take a fashion shoot, 3ps and hints about good camera handling and finally adobe photoshop edi3ng techniques. The students then spent the rest of the day exploring their new skills in order to create a striking portrait. Sam Barnard even brought his motorbike in to the gallery space to photograph! The art department would like to thank the Helen Mackaness Trust Fund for suppor3ng this event, and we hope to be able to invite Tim back into school to share his excellent photography knowledge with our learners. Mrs B Newbold - Director of Specialism 6

Physical Education Indoor Athletics Champions Teams from Years 7 and 8 competed in the Wyre Forest indoor athle3cs compe33on. There were some outstanding individual performances from our athletes and they should all be proud of themselves; the future looks bright for Bewdley. However, it was the Year 8 girls’ team that stole the glory, and as they became champions! They will now represent the District at the summer games. Football The hec3c football season has begun as all year groups are compe3ng in the local league. Outstanding performances have been from the Under 15 team who beat Wolverley 6-1 in the league and progressed through to the next round of the county cup by defea3ng Pershore 5-3. In the same fixture, the Under 16 girls’ team breezed through with a 14-1 victory. Congratula3ons go out to our newest county representa3ves in football. Well done Harry Field (U16) and Isobel Smith (U14). Mr M Pigford - PE Teacher 7

Kindness Caring is helping others, Caring is giving up your 3me, Caring is expec3ng nothing in return, Don’t you feel like a beYer person now? Caring is giving love to those who need it, Caring is being a shoulder to cry on, Caring is what makes others happy, Don’t you feel like a beYer person now? Caring is listening to others, Caring is bringing good will to friends, Caring is being concerned for others’ well-being, Don’t you feel like a beYer person now? Caring is sharing with the ones you don’t know, Caring is showing affec3on for those who are alone, Caring is showing compassion, Don’t you feel like a beYer person now? Poem by Tia Ife - KS4 Learner 8

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English Much Ado About Nothing As part of the KS3 curriculum in English, our learners in Year 8 study Much Ado About Nothing by William Shakespeare. One of the play's key themes is iden3ty and decep3on and the learners were asked to produce their own mask at home in order to par3cipate in the masked ball scene of Act 2 Scene 1. All of the group responded to the challenge and, as can be seen, their masks were extremely crea3ve and innova3ve! Here is a summary of Much Ado About Nothing: Don Pedro wins a war against his brother, Don John, and arrives with his men to stay with Leonato, the Duke of Messina. One of Don Pedro's friends, Claudio, falls in love with Leonato's daughter, Hero. A wedding is arranged and, as a light-hearted joke, a group of friends plan to trick Beatrice, Hero's cousin, and Benedick, another soldier, into falling in love. However, Don John also has a plan: he wants to spoil the wedding, and manages to convince Don Pedro and Claudio that Hero has been unfaithful before she is wed. Don John's servant is arrested, and the plan discovered. However, Dogberry, the captain in charge, is so useless the message is not passed on. Claudio arrives on the wedding day and refuses Hero, and insults her good character. Her family are persuaded to pretend she is dead. Later, the men realise they were tricked - Hero was completely innocent. To compensate, Claudio agrees to marry someone else, even though he cannot see her face during the ceremony. ATerwards, he is delighted to find out that Hero is sVll alive and he has just married her. The other surprise is that the other plan works: Beatrice and Benedick actually fall in love and at the end she accepts his marriage proposal. Clearly, learning Shakespeare can be fun as well as being informa3ve at The Bewdley School! Mrs A Shiels- Director of Learning ( Year 8) 10

The Impossible Chemistry. The act of which you change something into another. Change one soul into another, in my case. Silence. A stony silence, the kind they explain in books, but you can never imagine yourself. Eyes. Four beady eyes boring their way into mine, wai3ng. Wai3ng. Words. That’s all I need. I’ve been speaking them all my life. But in this moment, just when I need them most, they coward away, not wan3ng to form. I need this badly. So badly. If I ever want another chance at life again, I need another body, another soul. “Child, are you going to speak?” Panic fluYers around inside me, trying yet again to form the basic content of a sentence. “I.....I....ummmm....” My Fight or Flight I have been resis3ng all this uncomfortable and awkward 3me takes ac3on and I find myself being carried along by my legs at lightning speed. Stupid. Stupid stupid stupid. There was my one chance of life and what did I do? Run away from it. Idio3c. Anger and anxiety take their turns in taking effect on me. My mother. My father. My brother. They all faced the same as me, and all passed, earning an existence. But me? Oh no. I messed up. Like I mess up at everything. Nine o’clock. Ten o’clock. Eleven o’clock. I glare at the liYle electric clock by my wall, in my dorm. If I look around I can see Ka3e, Kylie, Jemima and Stevie. They all came here for the same reason. The same reason as me. But no doubt they will get it, too. Black becomes sunlight, and when I wake I reflect on what happened the previous day. The more I think about it, the more it dawns on me that I made a mistake that will cost me a life. A soul. Worry. One of many human emo3ons. The one I am feeling right now. I try to think posi3ve thoughts, like my mother told me when I was taken away, but at every aYempt nega3ve thoughts break the flood barrier I have set up in my mind and take over. Walking down to the assembly hall with the people I am compe3ng against, I feel like an elephant in a crowd of beau3ful 3gers, flouncing their way down, growling at anyone who gets in their way. I, however, am stomping my way down clumsily, a weakness. I feel different. Unwanted. Rejected. I take my place on the bench, staring blankly into the wall opposite. I needn’t stress about whether I get a chance at life again – I already know the answer. The Professor strides up to the talking stand to begin his speech. I am not listening; I am concentra3ng on staying posi3ve. It is hard though, staying posi3ve about your life ending. Suddenly a godly feeling comes over me and I feel light and giddy. I wonder if I am dead. It’s very likely. Chemistry. It all makes sense. A new body. A new soul... Short Story by Alice Round - KS3 11

News Extra Year 7 Frank Chapman This term, Year 7 had three fantas3c days in the forest at the Frank Chapman Centre. They were involved in a variety of team building ac3vi3es: construc3ng shelters; nego3a3ng an obstacle course; trying to stay dry whilst filling a pipe (full of holes) with water and much more. The visit helped them to get to know their new class mates and develop their problem solving skills. For the Year 7 staff it was a great opportunity to see their new learners working together and having fun. Mrs T Stuart - Director of Learning (Year 7) Books, Books, Books! Due to the huge success of the Accelerated Reading scheme which we operate for all Year 7 and 8 learners, and many other learners in the upper school, the library is issuing far more books to readers than ever before. Unfortunately, we don’t always get books back from home! This is a huge plea to ask you to have a look on bookshelves, under beds and in school bags for Accelerated Reader books, which your child is no longer reading. We would be grateful if these could be returned to the school library by half-term. Ms K Hartley-Jones (English Teacher) Sam Annis Congratula3ons to Sam Annis who won two Bri3sh Halfpipe Championship medals for skiing. If you'd like to see Sam in ac3on, there is a short video, on the school Facebook page, from Snowsport England Park & Pipe compe33on in Tignes, France in March this year, where he won his Bri3sh Halfpipe Championship gold medal and silver Slopestyle medal. Last weekend he became the Bri3sh Indoor Ski Slopestyle Silver Medalist (Manchester)! Well done Sam, this is a great achievement! Year 9 Police Talks Year 9 aYended five workshops given by the local Police that related to the following topics: CEOP, Water Safety, Drugs/Alcohol, Fire Safety and Community Safety. The team-based ac3vi3es encouraged learners to engage in the subject maYer and enabled them to discuss the key messages. 12

French Trip 'What a whirlwind of a few days in Le Touquet, Northern France. We visited so many places, including a snail farm where we learnt all about their lives, and even sampled them baked in their shells! Most of us tried them and the responses were that they tasted “a liYle like Marmite”. A trip to a sweet factory was a liYle more saccharin again with samples, and a chance to help in the produc3on process for some lucky volunteers including Miss Jones. Learners then visited a local beach, and later took a trip to Le Touquet for some conversa3onal French where we heard live music and played team games to ensure we all bonded well in our groups. The trip to the chocolate museum was a success, especially for those again with a sweet tooth and we all enjoyed the handmade chocolates! Our final treat was a trip to a supermarket where the learners enjoyed looking at the range of all foods; Nutella being a favourite. Many thanks to all learners and staff who made this trip a sweet success! Mrs G Campbell - Head of MFL Ski Trip Reminder There is a SnowSport 2016 Parents’ Evening on 12th November at 7pm. This year, the skiing trip is heading to Courmayeur in Italy from 2nd - 10th April 2016. Puzzle Corner - Sudoku Complete the grid with the numbers 1 through to 9, remembering that you can only use each number once in every row, column and square. See page 25 for solu3on. 13

Bewdley Duck House Exhibition Members of the KS3 Art Club completed a beau3ful ‘Four Season’ Duck House for the Bewdley Duck House Exhibi3on, which is part of a Bewdley Fes3val community arts project. The learners created a bold design for their school duck house based on the seasons and incorporated lovely hand painted buYerflies, snowmen, ducks and other wildlife. The duck house will be exhibited in the Jubilee Gardens, Bewdley un3l November 6th. Please pop along and take a look at the other 70 entries from local community groups and schools. Bewdley Youth Concert The Bewdley Fes3val con3nues to support young musicians in the Wyre Forest with their annual Youth Concert. This event offers our learners the opportunity to perform on a professional stage to a live audience. Bands from the Bewdley area included These Lost Minds and Jack and the Giant Killers. The concert was preceded by an aWernoon of live music as BBC Hereford and Worcester were recording a live show from the same stage with four of the finest unsigned acts from Herefordshire and Worcestershire. Short Story Competition 2015 Congratula3ons to the talented writers who represented the school at the Bewdley Book Week young writer's compe33on. Both the judging panel and the Mayor of Bewdley commented on the sophis3cated wri3ng produced this year and the mature way in which our learners wrote about very challenging subjects was also highlighted as a strength. All finalists received an anthology of the winning work, and category winners also received book tokens. We hope that seeing their work in print will inspire them all to produce more literary masterpieces in the future. Here is the full list of Bewdley winners: Jake Hill (overall KS3 category winner), Alice Round, Grace Jones, Isabella Sprawson (overall KS4/5 category winner) Lucy Cox, Ollie Stokes. Well done to you all: look out for one of the winning stories in this newsleYer! Mrs A Greswolde & Miss L Savidge - English Department 14

RECIPE Spiced Carrot Cake A sugar-free take on the traditional carrot cake. Topped with a zingy orange cream-cheese frosting for a tasty treat. Ingredients 150g/5½oz self-raising flour 100g/3½oz ground almonds 50g/1¾oz raisins 50g/1¾oz walnut halves, roughly broken 4 tsp ground mixed spice 1 tsp bicarbonate of soda 3 large free-range eggs 100ml/3½fl oz sunflower oil, plus extra for greasing 3 tbsp semi-skimmed milk 300g/10½oz carrots, coarsely grated For the frosDng 150g/5½oz full-fat soW cheese 1 medium orange, finely grated zest only PreparaDon method 1. Preheat the oven to 180C/160C Fan/Gas 4. Grease and line the base of a 20cm/8in springform cake 3n with baking parchment. 2. Put the flour, almonds, raisins, walnuts, mixed spice and bicarbonate of soda in a large bowl and mix thoroughly. Make a well in the centre. 3. In a separate bowl, whisk the eggs, oil and milk together and s3r in the grated carrot. Add the egg mixture to the dry ingredients, s3rring to form a thick baYer. 4. Pour into the prepared 3n and spread to the sides. Bake in the centre of the oven for 1 hour, or un3l the cake is well risen and a skewer inserted into the centre comes out clean. 5. Leave to cool in the 3n. 6. Take the cake out of the 3n and peel off the lining paper. Put the cake on a board or plate. 7. To make the fros3ng, s3r the cheese and orange zest together. Spread evenly over the cake. 8. Cut into small wedges to serve. 15

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RECIPE Nigella Lawson - Gluten Free Venetian Carrot Cake For the carrot cake 3 tbsp pine nuts 2 medium carrots (approx. 200-250g/7-9oz) 75g/3oz golden sultanas 60ml/2¼fl oz rum 150g/5oz caster sugar 125ml/4½fl oz regular olive oil, plus extra for greasing 1 tsp vanilla extract 3 free-range eggs 250g/9oz ground almonds ½ tsp ground nutmeg, or to taste ½ lemon, finely grated zest and juice For the mascarpone cream (opDonal) 250g/9oz mascarpone 2 tsp icing sugar 2 tbsp rum PreparaDon method 1.For the carrot cake, preheat the oven to 180C/350F/Gas 4. Line the base of a 23cm/9in round springform cake 3n with re-usable non-s3ck silicone liner or baking parchment and grease the sides with olive oil. 2.Toast the pine nuts by browning in a dry frying pan; the oven alone is not enough to scorch out the paleness. Set aside. 3.Grate the carrots in a processor (for ease) or with a coarse grater, then sit them on a double layer of kitchen paper and wrap them, to soak up excess liquid. Set aside. 4.Put the golden sultanas in a small saucepan with the rum, bring to the boil, then turn down and simmer for 3 minutes. 5.Whisk the sugar and oil un3l creamily and airily mixed. 6.Whisk in the vanilla extract and eggs and, when well whisked, fold in the ground almonds, nutmeg, grated carrots, golden sultanas (with any rum that clings to them) and, finally, the lemon zest and juice. 7.Scrape the mixture into the prepared cake 3n and smooth the surface with a rubber spatula. The baYer will be very shallow in the 3n. 8.Sprinkle the toasted pine nuts over the cake and put it into the oven for 30–40 minutes, or un3l the top is risen and golden and a skewer inserted into the centre comes out s3cky but more or less clean. 9.Remove from the oven and let the cake sit in its 3n on a wire rack for 10 minutes, then unspring and leave it on the rack to cool. 10. For the mascarpone cream, mix the mascarpone with the icing sugar and rum. 11. To serve, transfer the cake to a plate. Put the mascarpone cream in a bowl to spoon alongside the cake, for those who want. 17

Community Action Year 10 Summer Term Community Action The Bewdley School’s Community Action programme began this term with 10JGE &10SWA being the first two tutor groups to take part this year. Over two days our learners worked at various locations, such as primary schools, nurseries, Ravenhurst Residential Home for the elderly and helping at The Odell Centre, a centre for adults with learning difficulties. Some learners enjoyed the great outdoors and learnt about the environment when they assisted Wyre Forest District Council Rangers in managing a very muddy Spennells Valley Nature Reserve and on the second day they worked at Hurcott Pool. Another group of learners carried out their placement at The Frank Chapman Centre, where they were involved with grounds maintenance. All our learners thoroughly enjoyed their experiences and made a very worthwhile contribution to their local community. The schools & organisations who hosted our learners were incredibly impressed. Here are a few of the comments we received: ‘From the start he was very good with the residents, he helped to organise activities and the residents really benefitted from his company’ ‘She was a great help in the ‘Peter Rabbit’ room, completing all tasks straight away. During the second day she was involved with ‘snack time’, she did very well and all the children sat nicely at the table’ ‘She was fantastic! She helped with lesson preparation, intervention activities and worked with children in small groups. She was super with both the children and the adults, very willing, always asking if she could help’ Mrs W Edwards - Work Related Learning Manager 18

Work Experience We welcome back Year 11 who have enjoyed a very successful nine days work experience. Once again our learners have impressed local businesses with their commitment, enthusiasm, impeccable manners and smart dress, ensuring that our excellent reputa3on for placing high quality work experience students has been maintained. Ini3al feedback has been extremely posi3ve; here are examples of some of the comments we have received: ‘She tackled every job given to her with enthusiasm and confidence. She behaved in a professional manner, supporVng colleagues and always following instrucVons’. Her manager was impressed with her level of dedicaVon and skill. He said that ‘they don't normally take students on work experience’ but had been so impressed that ‘he could not offer a higher endorsement.' ‘He has gained many new skills from his work experience placement and was able to use his iniVaVve to good effect, especially as he was working in a different department each day’. He had the opportunity to work with the finance team, procurement, design, health and safety and with surveyors. ‘He worked well both independently and as part of the professional team’. ‘He has applied 110% effort; he tackled everything thrown at him and was always willing to learn.’ ‘She completed a variety of tasks including helping out at meal Vmes, group play, singing and dancing’. The employer was really impressed and commented that ‘she had been really competent and had got involved with every element of the job role’. Mrs W Edwards - Work Related Learning Manager 19

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Health & Social Care/PSHE st th Year 10 Charity in Action Days September 30 and October 1 2015. While two tutor groups did their bit for the community, the rest of Year 10 spent time considering their place in the world and what we can do to be positive global citizens. On the first day learners took part in a business game, where the aim was to work as a team in order to raise as much money as possible for a chosen charity. Learners took on different responsibilities and worked together to develop a product or service that they could sell. Activities were carried out against the clock and some teams worked through their break and lunch in order to give themselves the best chance of winning. The day culminated in a ‘Dragons Den’ style grilling by teaching staff, who evaluated the designs, queried the financial figures and investigated team working skills. The winning teams were announced after the final scores had been added up. Congratulations to the winners! On the second day learners took part in some Charity in Action challenges. Teams were set the challenge of building shelters using twigs and tarpaulins and also developed a “Water Village” while considering the fundamental importance of water to human survival. Thankfully the weather was good as these activities were conducted in the School Orchard. They then took part in a First Aid activity, identifying five ways to save a life and participated in CPR using our own “Bewdley Annie”. To round the day off learners completed a ‘Refugee Challenge’. They were allocated a family and had to help them find a route out of Syria, while considering how to help them overcome all the obstacles in their way. Learner feedback shows that the events were valued by all and we look forward to the next set of events in March 2016. Mrs B Ranford - Head of PSHE & Health & Social Care 21

Key Dates & Information Privacy Notice - Data Protection. This is now available to view on the school website or a paper copy can be collected from the school office. Exam Information th th Sixth Form Exams: Monday 7 – Wednesday 9 December th th Year 11 Mock Exams: Monday 11 January – Monday 18 January 2016 Cer3ficates from the Summer 2015 series will be available for collec3on from the Exams Office aWer half term. Absence Line Please contact the office if you wish to report an absence. The number is 01299 406828. If a learner becomes unwell during school, they should report to the school office first rather than contac3ng home. All holidays should be taken outside of school 3me. As from September 2013, on the direc3on of the Department of Educa3on, the Headteacher may not grant any leave of absence during term 3me. In excep3onal circumstances, for instance, where parents are in the Armed Forces, holiday may be granted. Medical appointments, where possible, should also be taken outside of school hours. Dates for Diary November 5th - Year 7 Pastoral Evening (starts 4.15) November 12th - Ski Trip mee3ng (starts 7pm) November 18th - Year 11 Parents’ Evening (starts 4.15) November 25th - Year 12 Pastoral Evening (starts 4.15) December 2nd - Year 10 Parents’ Evening (starts 4.15) 22

Uniform Matters Supporting the school policy regarding uniform The majority of parents and carers support our school uniform policy; thank you. We understand that learners may wish to persuade you to buy them ‘alterna3ve’ fashion brands; however it is important that learners come to school ‘ready to learn’, dressed in the uniform s3pulated. Leggings School Trousers Jeggings School Skirt Jeans Capri pants Shorts Blazers Blazers are compulsory, not an op3onal choice; please ensure that when learners wear the blue summer polo shirt, they also wear their blazer. Piercings Can we please again draw your aYen3on to the school rulings over piercing - studs in the lobes of ears are the only ones permiYed. Make-Up Make-up and nail varnish are not part of the school uniform policy. Mrs Julie Reilly - Head Teacher 23

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School Newsletter How you can help School Please can you help the School raise addi3onal Office News funds at no extra cost to yourself - just by buying your shopping on-line! The School has registered Available to buy at the office: with www.easyfundraising.org.uk. This is a shopping directory which has many of the favourite Pencil Cases containing all the equipment for whole on-line stores, for example: Amazon, Next, Toys R school learning £2.20 Calculators £5.30 Us and Marks and Spencer. Individuals should register using this link hYp:// Upper school 3es £7.50 - aimed at Yr 8 for www.easyfundraising.org.uk/causes/bewdleyschool September. (this is free), nomina3ng The Bewdley School and Sixth Form Centre as the organisa3on you support. Then any purchases made through this site will NHS Number automa3cally mean that the school will receive a dona3on. The amount of dona3on can be as much Dear Parent/Carer, In the event of the school having as 15% of each purchase. Please register today! to call a Paramedic/Ambulance to an injured child, we are now being asked for the child's NHS Number. It is not obligatory for you to provide us with this, but if you have no objec3on, could you Puzzle Corner Answers please email it, together with your child's name and Tutor Group to offi[email protected] or send a note to the school office with this informa3on clearly wriYen. Many thanks. Inspiring words “The best and most beautiful things in the world cannot be seen or even touched - they must be felt with the heart”. Helen Keller Mrs Colbourne - RE department The Bewdley School & Sixth Form Centre Stourport Road, Bewdley Worcs DY12 1BL 01299403277

Advice for Parents about Recent Developments in Social Media. 11 Sites and Apps Kids Are Heading to After Facebook Kelly Schryver Senior Content Specialist at Common Sense Media Kelly Schryver talks about the use of social networking sites by teenagers, but the use of some sites by younger children is becoming more common. Parents of all aged children need to be mindful of their use of social media. Remember MySpace? Not so long ago, prac3cally every teen in the world was on it –- and then many leW for Facebook. Now, as Facebook's popularity is star3ng to wane, you might be wondering what the new 'it' social network is. But the days of a one-stop shop for all social networking needs are over. Instead, teens are dividing their aYen3on between an array of apps and tools that let them write, share, video chat, and even shop for the latest trends. You don't need to know the ins and outs of every app and site that's 'hot' right now (and frankly, if you did, they wouldn't be trendy anymore). But knowing the basics -- what they are, why they're popular, and the problems that can crop up when they're not used responsibly -- can make the difference between a posi3ve and nega3ve experience for learners. 11 Social Media Tools Parents Need to Know About Now Twi\er, Instagram, Snapchat,Tumblr, Google+, Vine, Wanelo, Kik Messenger, Ooovoo, Pheed, Ask.fm 1. Twi\er is a microblogging site that allows users to post brief, 140-character messages -- called 'tweets' -- and follow other users' ac3vi3es. Why it's popular -Teens like using it to share quick 3dbits about their lives with friends. It's also great for keeping up with what's going on in the world -- breaking news, celebrity gossip, etc. What parents need to know: • Public tweets are the norm for teens. Though you can choose to keep your tweets private, most teens report having public accounts (Pew Internet & American Life Project, 2013). Talk to kids about what they post and how a post can spread far and fast. • Updates appear immediately. Even though you can remove tweets, your followers can s3ll read what you wrote un3l it's gone. This can get children in trouble if they say something in the heat of the moment. • It's a promoDonal tool for celebs. TwiYer reels teens in with behind-the-scenes access to celebri3es' lives, adding a whole new dimension to celebrity worship. You may want to point out how much marke3ng strategy goes into the tweets of those they admire.

Advice for Parents about Recent Developments in Social Media. 2. Instagram is a pla|orm that lets users snap, edit, and share photos and 15-second videos -- either publicly or with a network of followers. Why it's popular -Instagram unites the most popular features of social media sites: sharing, seeing, and commen3ng on photos. Instagram also lets you apply fun filters and effects to your photos, making them look high quality and ar3s3c. What parents need to know: • Teens are on the lookout for 'Likes.' Similar to Facebook, teens may measure the 'success' of their photos -- even their self-worth -- by the number of likes or comments they receive. Pos3ng a photo or video can be problema3c if teens post it to validate their popularity. • Public photos are the default. Photos and videos shared on Instagram are public and may have loca3on informa3on unless privacy sejngs are adjusted. Hashtags can make photos even more visible to communi3es beyond a teen's followers. • Mature content can slip in. The terms of service specify that users should be at least 13 years old and shouldn't post par3ally nude or sugges3ve photos -- but they don't address violence, swear words, or drugs. 3. Snapchat is a messaging app that lets users put a 3me limit on the pictures and videos they send before they disappear. Why it's popular -Snapchat's creators intended the app's flee3ng images to be a way for teens to share fun, light moments without the risk of having them go public. And that's what most teens use it for: sending goofy or embarrassing photos to one another. Snapchats also seem to send and load much 'faster' than email or text. What parents need to know • Many schools have yet to block it, which is one reason why teens like it so much (Pew Internet & American Life Project, 2013). • It's a myth that Snapchats go away forever. Data is data: Whenever an image is sent, it never truly goes away. (For example, the person on the receiving end can take a screenshot of the image before it disappears.) Snapchats can even be recovered. • It can make sexDng seem OK. The seemingly risk-free messaging might encourage users to share pictures containing inappropriate content. 4. Tumblr is like a cross between a blog and TwiYer: It's a streaming scrapbook of text, photos, and/or videos and audio clips. Users create and follow short blogs, or 'tumblelogs,' that can be seen by anyone online (if made public). Why it's popular -Many teens have tumblrs for personal use -- sharing photos, videos, musings, and things they find funny with their friends. Tumblelogs with funny gifs oWen go viral online, as well. What parents need to know: • Porn is easy to find. This online hangout is hip and crea3ve but some3mes raunchy. Pornographic images and videos, depic3ons of violence, self-harm, drug use, and offensive language are easily searchable. • Privacy can be guarded, but only through an awkward workaround. The first profile a member creates is public and viewable by anyone on the Internet. Members who desire full privacy have to create a second profile, which they're able to password protect. • Posts are ofen copied and shared. Reblogging on Tumblr is similar to re-twee3ng: A post that's reblogged from one tumblelog then appears on another. Many teens like -- and in fact, want -- their posts reblogged.

Advice for Parents about Recent Developments in Social Media. 5. Google+ is Google's social network, which is now open to teens. It has aYempted to improve on Facebook's friend concept -- using 'circles' that give users more control about what they share with whom. Why it's popular -Teens aren't wild about Google+ yet. But many feel that their parents are more accep3ng of it because they associate it with schoolwork. One popular aspect of Google+ is the addi3on of real-3me video chats in Hangouts (virtual gatherings with approved friends). What parents need to know: • Teens can limit who sees certain posts by using 'circles.' Friends, acquaintances, and the general public can all be placed in different circles. If you're friends with your children on Google+, know that you may be in a different 'circle' than their friends (and therefore seeing different informa3on). • Google+ takes teens' safety seriously. Google+ created age-appropriate privacy default sejngs for any users whose registra3on informa3on shows them to be teens. It also automa3cally reminds them about who may be seeing their posts (if they're pos3ng on public or extended circles). • Data tracking and targeDng are concerns. Google+ ac3vity (what you post and search for and who you connect with) is shared across Google services including Gmail and YouTube. This informa3on is used for targe3ng ads to the user. Users can't opt out of this type of sharing across Google services. • 6. Vine is a social media app that lets users post and watch looping six-second video clips. This TwiYer-owned service has developed a unique community of people who post videos that are oWen crea3ve and funny -- and some3mes thought-provoking. Why it's popular -Videos run the gamut from stop-mo3on clips of puzzles doing and undoing themselves to six- second skits showing how a teen wakes up on a school day vs. a day during summer. Teens usually use Vine to create and share silly videos of themselves and/or their friends and family. What parents need to know: • It's full of inappropriate videos. In three minutes of random searching, we came across a clip full of both male and female nudity, and drug use. There's a lot of funny, clever expression on Vine, but much of it isn't appropriate for kids. • There are significant privacy concerns. The videos you post, the accounts you follow, and the comments you make on videos are all public by default. But you can adjust your sejngs to protect your posts; only followers will see them, and you have to approve new followers. • Parents can be star performers (without knowing). If your children film you being goofy or silly, you may want to talk about whether they plan to share it.

Advice for Parents about Recent Developments in Social Media. 7. Wanelo (Want, Need, Love) combines shopping, fashion blogging, and social networking all in one. It's very popular among teens, allowing them to discover, share, and buy products they like. Why it's popular -Teens keep up with the latest styles by browsing Wanelo's 'trending' feed, which aggregates the items that are most popular across the site. They can also cul3vate their own style through the 'My Feed' func3on, which displays content from the users, brands, and stores they follow. What parents and need to know: • If you like it, you can buy it. Users can purchase almost anything they see on Wanelo by clicking • through to products' original sites. As one user tweeted, '#Wanelo you can have all of my money! #obsessed.' Brand names are prominent. Upon registering, users are required to follow at least three 'stores' (for example, Forever21 or Marc Jacobs) and at least three 'people' (many are other everyday people in Wanelo's network, but there are also publica3ons like Seventeen magazine). • There's plenty of mature clothing. You may not love what children find and put on their wish lists. 8. Kik Messenger is an app-based alterna3ve to standard tex3ng that kids use for social networking. It's free to use but has lots of ads. Why it's popular -It's fast and has no message limits, character limits, or fees if you just use the basic features, making it decidedly more fun in many ways than SMS tex3ng. What parents need to know: • It's too easy to 'copy all.' Kik's ability to link to other Kik-enabled apps within itself is a way to drive 'app adop3on' (purchases) from its users for developers. The app also encourages new registrants to invite everyone in their phone's address book to join Kik, since users can only message those who also have the app. • There's some stranger danger. An app named OinkText, linked to Kik, allows communica3on with strangers who share their Kik usernames to find people to chat with. There's also a Kik community blog where users can submit photos of themselves and screenshots of messages (some3mes displaying users' full names) to contests. • It uses real names. Teens' usernames iden3fy them on Kik, so they shouldn't use their full real name as their username. 9. Oovoo is a free video, voice, and messaging app. Users can have group chats with up to twelve people for free. (The premium version removes ads from the service.) Why it's popular -Teens mostly use Oovoo to hang out with friends. Many log on aWer school and keep it up while doing homework. Oovoo can be great for group studying and it makes it easy for kids to receive 'face to face' homework help from classmates. What parents need to know: • You can only chat with approved friends. Users can only communicate with those on their approved 'contact list,' which can help ease safety concerns. • It can be distracDng. Because the service makes video chajng so affordable and accessible, it can also be addic3ng. A conversa3on with children about mul3-tasking may be in order. • Kids sDll prefer in-person communicaDon. Though apps like Oovoo make it easier than ever to video chat with friends, research shows that children s3ll value face-to-face conversa3ons over online ones -- especially when it comes to sensi3ve topics. S3ll, they some3mes find it hard to log off when all of their friends are on.

Advice for Parents about Recent Developments in Social Media. 10. Pheed is best described as a hybrid of Facebook, Instagram, TwiYer, and YouTube -- except that you can require others to pay a premium to access your personal channel. Why it's popular -Pheed's mul3media 'all in one' offering seems to be capturing teens' aYen3on the most. Some teens also like the fact that they have more control over ownership and copyright, since Pheed allows its users to watermark their original content. What parents need to know: • It's hot! According to Forbes, Pheed has swiWly become the No. 1 free social app in the App Store, thanks in large part to teens. Time will tell whether ar3sts and celebri3es will jump on the bandwagon and start using Pheed to promote themselves and charge their fans to view what they post. • Users can make money. Users can charge others a subscrip3on fee to access their content, ranging from $1.99 to $34.99 per view, or the same price range per month. Note that a cut of all proceeds goes to Pheed. • Privacy updates are in the works. Kids should be aware that their posts are currently public by default and therefore searchable online. 11. Ask.fm is a social site that lets kids ask ques3ons and answer those posted by other users -- some3mes anonymously. Why it's popular- Although there are some friendly interac3ons on Ask.fm -- Q&As about favourite foods or crushes, for example -- there are lots of unpleasant comments and some creepy posts. This iffy content is part of the site's appeal for teens. What parents need to know: • Bullying is a major concern. The Bri3sh news website MailOnline reported that the site has been linked to the suicides of several teens. Talk to your teens about cyber bullying and how anonymity can encourage mean behaviour. • Anonymous answers are opDonal. Users can decide whether to allow anonymous posts and can remove their answers from streaming to decrease their profile's visibility. If teens do use the site, they'd be best turning off anonymous answers and keeping themselves out of the live stream. • Q&As can appear on Facebook. Syncing with Facebook means that a much wider audience can see those Q&As. So how do we deal with this prolifera=on of social media tools? If children are using them respec@ully, appropriately, and with a liAle guidance, they should be fine. Parents need to remember that the use of social media is like fashion – ever changing. That means: • keeping up with current trends • being aware of potenVal piealls • keeping communicaVon about social networking open and non-judgemental • encouraging children to discuss anything that disturbs them immediately with a trusted adult, cyberbuddy, mentor, etc.