- Let's reset the sail
- End of Term Message
- Essential Equipment for September
- Finding Me by Grace
- Thank you, Goodbye and Good Luck
- Creativity in the kitchen
- A new start for the new academic year - September 2020
- Wildlife Photography
- Lockdown Learning from Mrs Jones
- Top Tips for returning in September
- STRIPE Success Stories
- JTFS Art Work
- From Diapers to Distance Learning
- Lockdown Maths
- Golden Tickets
- Photography Enrichment
- A Lockdown Sporting Challenge
- Script writing for year 7
- Potato Planting!
- Superstar Readers!
- INSET Day
- Term starts for year 7 students
- Term starts for year 8 and 9 students
After 4 months of working remotely, we are now preparing to welcome our students back into school. It feels like a long time coming. When we first went into lockdown, we thought it might be just for a few weeks - who knew what was to come?? There is a whole new language which has emerged during that time; furlough, new normal, bubble, social distancing, self isolation - all words and phrases not commonly used until earlier this year. In my usual optimistic fashion, I see so many benefits of returning to school. I am delighted to finally welcome our new year 7 students, excited to see the cohorts of 2018 and 2019 - at the risk of sounding like an old granny, I am sure they will have grown in all that time they have been away!
There will be changes at school for sure, these are outlined in the letter sent out this week and attached in the newsletter for your reference. The change isn't permanent though, it is a temporary measure to ensure we can have face to face contact; a necessary compromise to allow us to be together again. When we are able to, we will also return to our distinctive educational approach. Vertical tutoring will be back, so will our enrichment programme and community dining. In the meantime, we are doing these things in a different, more creative and sometimes more distant way so that we continue to enable our community to succeed and thrive.
You will see some examples in this newsletter of the creative and innovative ways our students have worked during lockdown. It has been a priviledge to see how they responded to the remote learning and any lockdown challenges we have presented to them. It will be great to know that they can draw on the STRIPE skills they have been using at home, when we are back in September.
I sent this photo to the staff a little while ago and it really captures how I feel about returning to school.
Please use the summer holiday to get ready for September. All students need to be in full school uniform. On days when they have PE on their timetable, they can arrive in PE kit and stay in kit all day to remove the need for the changing rooms. Details on the school uniform can be found here.
Equipement is required as students may not share any resources.
All students need the following items:
Classroom based lessons:
- Blue/ Black Pen
- Glue Stick
- Scientific Calculator
- Purple Jotter (we will provide these for each student at the start of term. They are expected in every lesson)
- Reading book
Innovate & Create Lessons:
- Apron (if you have one)
- School PE T-Shirt in House Colours
- School PE Jumper/ Rugby top in House Colours
- Shorts/ Skort. Plain black skins or leggings may be worn with shorts/ skort. They are NOT allowed on their own. Tights may not be worn.
- Plain black joggers
The following is an outstanding piece of work produced by one of our Year 8 students.
Seven years ago, I lost my parents.
Five years ago, I lost myself.
Two months ago, I lost my adoptive dad.
Can I ever find myself and fix what was broken?
Will the pieces crumble and break at my feet?
Or can I fit them back together like a jigsaw?
My name is Erin Murray. At least I think so. I could be anyone really. My foster parents wanted to change my name so I could let go of my past but I refused. I could’ve been Caoimhe or Aoife or Aisling. I could have been Eabha or Aoibhinn or Roisin – but I didn’t want to be. I wanted to stay as Erin because that was the only thing I knew about myself.
That was six years ago and as I glance across to the window, a bolt of lightning splits the sky in two. It reminds me of my life, split into two halves: Before and After. Before was a mess but After is like everyone’s tried to clear up the pieces, hide the evidence and pretend it never happened. I felt vulnerable and small, isolated and nervous. It was like someone had taken all my memories and put them inside a jar then smashed the jar on the floor. My memories shattered right in front of my eyes, the pieces sharp, threatening, dangerous. I couldn’t pick them up, couldn’t even touch them to try and fix everything. The grown-ups insisted I had to move on. But I couldn’t. The more I tried, the more I distracted myself, the more lost I became, until I wasn’t even sure of myself anymore.
Who am I?
I look over at my little sister, Eibhlin. She has a fancy Irish name because she’s not adopted like me and my brother. She’s Cara and Patrick’s own daughter. She grins back at me. She doesn’t have any teeth, instead pink fleshy gums and chubby cheeks. Her head is covered with brown hairs and her eyes are sparkling blue, like the water. At first glance we could be siblings; we both have all the generic Irish traits: brown hair, pale skin and blue eyes, but when you look a little closer, you see that my face is thin while Eibhlin’s face is rounded and when you look into our identical blue eyes, you see that hers are full of happiness and eagerness, while mine hold sadness and desperation. She is playful and knows she’s loved, content and excited at the world, while I feel insignificant, like I’m clinging onto the edge of something good, longing to step into the circle; on the outside looking in – and there’s not much I can do about it.
I pick Eibhlin up. It might seem like I hate her but I don’t. You can’t hate your siblings can you, especially not when they’re barely one year old. Eibhlin smiles at me again and my heart melts like ice. I hug her tight, pressing her warm cheek against my own. She smells sweet and her hands are sticky. She squeals and waves her hands around and I struggle to keep hold of her so I set her down. At that exact moment, I hear the soft sound of something dropping through the letter box and go to pick it up.
It’s lying on the mat. The envelope is crisp and white and the lettering is neat and curved. A letter. I pick it up and slit open the back, taking the folded piece of paper out. I look at it for a minute before turning it over and starting to read. As soon as I read the first few words, my heart is as heavy as a stone. It swells with hope and I pray that this isn’t just a cruel joke, played by the boys at the end of the road. Ever since they found out me and my brother, Sean, were adopted, they’ve been sending notes through the door. “HAVE YOU FOUND YOUR MUMMY YET?”, they taunt...except this letter didn’t say that. Maybe it was real this time.
Dear Erin, my very own daughter. Every letter jumps out at me, every syllable clear, fresh in my mind. It’s impossible. My parents died seven years ago. Didn’t they? I never saw them. There is a chance they could still be alive but then why didn’t they write sooner. I feel nervous, as though I have just been asked to do a speech in front of a thousand people, completely unprepared....in my underwear!
You’re probably wondering why I didn’t write sooner. I’ll tell you that, simple. I was scared. I thought maybe you had moved on, maybe you have...but maybe not. Your father told me to leave it, said that you had managed this long without us, that you were thirteen now, pretty grown-up these days, but I couldn’t take no for an answer. I had to write to you.
You’ve been told that we died, in a car crash when you were seven years old. You’re probably feeling all kinds of confused reading this now but I want you to know that I love you. That’s all that matters. And I know that if we raised you right, you’ll love us too. We live in a council flat in Kilkenny and we have a little dog called Poppy. I’d say come and visit but you can’t, not with this dratted virus. Even so, we’d have to wait and see what your adoptive parents say. I hope you’re happy though, Erin, and Sean too. Just know that we love you. Both of us. So much.
Lots of love,
I stagger over to a chair, still clutching the letter. The storm is still raging outside but the noise in my head drowns it out now, white noise, nothingy noise, noise that exists only in my head. Eibhlin stares at me but for once I ignore her. I’m too overwhelmed, I can’t even think straight. I can’t process what has just happened.
Mum sends more letters too – and at the end of each one, she tells me she loves me – and Sean. I suppose she thinks I’m going to show him but I don’t. This is my secret. I know he’ll find out, I know there’ll be a big commotion but right now, I don’t care.
Then, months later, Cara walks into my room, completely uninvited, holding a sheaf of papers. I suddenly feel sick. I have been looking for them and as soon as I see them, I remember that I had left them downstairs.
“What are these?”, Cara demands.
“Just letters”, I stutter nervously.
“Who are they from, Erin?”.
“My...my...m-mum”, I mumble.
“Your mum? When were you planning on telling us, Erin? You can’t keep secrets like this from your family? Your, your mother mentions Sean in the letters too. It’s unfair to keep that from him. He’s your brother!”.
“I was going to tell you in a few days. When we do the video call”.
Mum had suggested doing a video call in her last letter. She had written her details down too and it is all set for tomorrow evening.
“The video call?”, Cara asks. There is a spiky edge to her voice, dangerous, predatory.
“Please, Cara!”, I beg, “It’s just one video call – what harm can it do?”.
“Look, don’t turn me into the bad guy! I’m trying to protect you”, she says.
“Protect me?”, I explode, “From my own mum?”.
Cara leaves the room, taking the letters with her, but I follow her to the door and as she leaves one single sheet of paper falls silently to the floor, like an angel descending from heaven. When Cara has disappeared downstairs, I dart forward and pick it up. I wait a second in anticipation before turning it over.
YES. Right there on the paper is Mum’s phone number. It is the exact letter that she suggests the phone call in. I kiss it thankfully, thinking I must have a guardian angel, a saviour, spirit, something, that that can’t just be sheer luck. Maybe it was the leprechauns Patrick claims live in the choill.
The next day, late at night, when everyone has gone to bed, I am sitting up in my pink dressing gown and fluffy slippers, clutching a mug of hot chocolate to my chest. I type Mum’s number into the I-Pad and wince as the dialling noise rings out. It’s loud, louder than I expected it to be, but then everything sounds louder at night.
Suddenly, it stops abruptly and a woman’s face fills the screen. It’s so familiar, I can almost smell the lavender and mint perfume she always wears. Mum smiles at me and I wish I could reach down the line and hug her. Even jumping in a car and driving over would be good enough but not even that’s allowed.
“Hi, Mum,” I breathe.
“Hi, sweetheart. Is Sean around anywhere?”.
“Mum, it’s half twelve in the morning”, I point out, glancing at the clock.
“Well, you’re still up” she counters.
“Only specially. To ring you. Cara and Patrick don’t know”.
“Don’t be getting into any trouble now, missy”, Mum reminds me, and I smile.
“I can’t wait until we can see each other properly”, Mum admits, “It will happen, Erin, I promise”.
“I know”, I say, grinning, and I realise I do know.
Sometimes, you have to wait and things will fix themselves. Sometimes, when you try to force things, even with good intentions, you just meddle with them and mix everything up even more. But I believe Mum. Everything will get better. It has to. It’s like they said, Patience is a virtue. I used to think that saying was a load of rubbish, but maybe, just maybe, it’s not. And I will wait. As long as it takes because I know who I am now. I’m Erin Murray and I have parents – four, in fact, which is lucky in anyone’s eyes.
At the end of this term we say thank you, goodbye and good luck to some of our colleagues who are leaving us.
Mrs Forrester has taught MFL at JTFS since September and is now leaving to spend some more time with her young family.
Mr O' Neill is one of our Learning Support Assistants. He is starting his training as a Primary School Teacher in September. We are delighted that working with the team here has inspired him to become a teacher.
Mrs Kiteley has secured a promotion to work with the team at George Spencer Academy and we wish her well with this new post.
Mr Powell left earlier this term to work in Further Education and Mr Taylor (Maths) rejoined his previous school.
Here are some examples of where our students have been busy baking and getting creative in the kitchen on lockdown.
Charlotte and Freya have been busy developing their skills with a camera. These photographs of wildlife are superb! Well done both of you.
Working remotely during lockdown has been one of the steepest learning curves I've experienced in my teaching career. It has brought a great plethora of challenges such as how to juggle a young family, how to ensure students are engaged in learning and trying to devise new ways presenting work that is both challenging yet accessible for all students. This has been particularly tricky as we dont have the real time reactions from students that we would normally have in a classroom. There are no inquisitive questions, no body language to read and the ability to watch students faces and read thoughts whilst they figure out a tricky problem or have that lightbulb moment has been taken away. Indeed all the enjoyable elements of being a teacher are on hold. I have found the daily contact during virtual tutor times and weekly catch up calls invaluable just as much for me as for the students. I have greatly missed the interaction and excitement that a classroom brings and cannot wait to be back in a classroom or a corridor chatting to our students about something they've achieved or are about to try for the first time.
On a positive note my technical skills have grown immensely as I have adapted to the software packages that we have available. Learning how to present work through virtual classrooms and creating virtual trips abroad have given me the opportunity to improve my own skills but I have also used these as my way of giving something back to the students. They are the people I admire most during this time. To see them remain focussed and motivated at such a young age and to put into practice those invaluable STRIPE skills has been amazing.
I can't wait to walk back into the classroom and be "present" with our students. That day cannot come quick enough.
Your children will have spent a lot of time at home over the past 5 months. The tips below are reminders which we hope will help ensure that their return to us in September is as smooth as it can be.
Tip 1: Sleep
It is very possible that over the past few months and over the summer break, that bedtimes may have drifted which means getting up times are highly likely to have also drifted. In September your child will need to be at JTSF by 8:55 and some may need to be at their bus stop by 8:00 – will they manage it? We want our students with us, bright eyed and ready to learn. Making sure your child has an alarm clock could help, that is set for them to have adequate time to get up, dressed and have a decent breakfast to set them up for the day.
Sleep is vital for everyone’s wellbeing and is as important as eating and drinking. Students need between 8-10 hours of sleep each evening to function at their best (according to www.sleepfoundation.org). Without adequate sleep there is a negative impact on learning, but also on behaviour, health and can contribute to susceptibility of picking up illness.
Try to limit fizzy drinks prior to bedtime as they often contain caffeine or have lots of sugar; limit the blue light from mobile phones and TVs; perhaps have a warm bath or read a book instead? By establishing a sleep routine as soon as is possible, we (and you) will see the best of your child when they start with us.
Tip 2: Mobile phones
The use of mobile phones at school is clear: see it, hear it, lose it! No phone should be seen or heard whilst on the school site. If it is, it will be removed from your child and a parent will need to come and collect it from the Mrs Plant. We will remind all of our students about this in September.
The other tip regarding mobile phones, is linked to reducing the phone’s impact upon sleep. Most phones can be set to a ‘night shift’ between certain hours to reduce the impact of the bright light (sometimes called blue light) which can impact upon sleep as it stimulates the brain. Aside from this, having a time when mobile phones ‘go to bed’ and are placed in a set location, perhaps on the dining table would ensure that sleep is not interrupted due to notifications in the night.
Should you need any advice regarding online safety so you can support your child https://www.internetmatters.org/advice/11-13/ is a fabulous starting point.
Tip 3: Uniform
Please get your child to try on their uniform at least a couple of weeks before starting back. We imagine there will be some substantial growth spurts over the past few months with trousers now being too short! Please also ask your child to try their PE kit on too. Should any of the uniform be too small and you wish to donate it to school, we are trying to have a stock for those families where the initial outlay of purchasing uniform all at once may be a challenge. Please bring it to school and we will wash it and store it in preparation.
Linked to uniform is also appearance. Our policy can be found at https://johntaylorfreeschool.co.uk/policiesnew but please pay particular attention to:
- Hair – some students may have been trying out new hair colours over the summer with some wash in/out colours. Please ensure these are washed out before starting so that hair is of a ‘natural’ colour. Also, that there are no lines or patterns cut into hair.
- Nails – any nail varnish needs to be removed prior to starting and we do not allow acrylic nails.
- Jewellery – only one watch and one pair of earrings in the lower lobe.
As mentioned, we are proud of our uniform and we never compromise on it. We do not want a student to start back with us and there be an issue on day 1, that would not be a positive start for them. If you are not sure, please ask via email@example.com
Tip 4: Bags
It really does help to get into a routine of packing the night before and saves the running around in a ‘flap’ in the morning. It also means that items are less likely to be forgotten which will help reduce any anxiety about starting a new school. A resource list has been provided to help with this. Please see the article on "Essential Equipment for September"
Tip 5: The journey
For some students, a reminder of the journey to and from school could be useful. For those who may be anxious, it could also be a good idea to do a ‘drive by’ or two during the summer holidays, so your child has sight of the school. Whilst you will not be able to come onto the site, it will give a sense of what is to come.
Tip 6: Online systems
Please remind yourself of logging on to our two main systems: ParentPay and Go4Schools.
ParentPay - please ensure there is sufficient funds on the account should your child be having a school lunch. We will remind you if the account is getting low but please keep a check of it or the food option choice will be limited.
Go4Schools - our online portal where you can see up to date information regarding your child’s progress, attendance, and behaviour. Please check that you can still log on.
Tip 7: Support us with our non-negotiables
At John Taylor Free School, we do not allow:
- Mobile phones (must be switched off whilst on the school site)
- Chewing/bubble gum
- Sports/energy drinks
- Fizzy drinks with a high sugar content e.g. Coke, Fanta
- Anything that could cause harm to anyone else
Please ensure that your child does not bring these items onto site.
Tip 8: Moving forwards
- Should there be any changes in circumstances, please let the school office know.
- If there is a medical concern, please let us know. We will ask that you complete a Healthcare Plan and return it to the office.
- Any worries? Please let the Personal Tutor know. We may be able to help or signpost you to people who can
- Please check bags – we do not want your child bringing everything with them, every day!
- Please be alert to illness or tummy aches – are they poorly, or are they nervous, or do they have a worry? Please do not send you child to school if they have any Covid19 sympotms. Contact the Personal Tutor if you need to.
Writing lists, making schedules, working to deadlines, asking for support, guiding your peers, researching, creating, independently thinking…
Distance learning has been a challenge for us all (students and teachers!), but thanks to your STRIPE habits many of you have begun to thrive…
You have created schedules to organise your week, lists of tasks to complete, folders (both physical and virtual) to organise your tasks, daily routines, challenges and rewards: these are skills that many people never really master, but at just 11, 12 and 13 years old you have begun habits that set you on a path of success. Your self-manager habits have meant that many of you are already able to organise yourselves in a way that many adults can only aspire.
For many of you, the collaboration that is usually such an integral part of all that we do at JTFS has been greatly missed: you like sharing your thoughts and ideas with others, building upon these and working to create solutions together. Through Teams, many of you have remained team-players by asking questions and offering help to your peers through Posts, or writing comments in discussions. Some of you have created your own groups with friends virtually or even family members by using parents and siblings to take the roles of your classmates and have formed firmer bonds as a result.
We have all been resilient: we have shown strength and flexibility in how we have approached our life and our work. For some of you, this has been an incredibly challenging time and these habits have been truly tested. From speaking to a lot of you, there have been moments where this has not been easy and you have needed to take a break but then refocused, re-energised and showed determination to succeed. In our conversations with many of you, your reflections on how you have worked and managed your time have helped you to grow and develop as learners, and as people.
Innovators and Creators
Not only in your school work, but also in your free time, innovation and creation has blossomed during lockdown. Students have redesigned their gardens, upcycled furniture, created beautiful artworks and intricate stop-motion videos. You have innovated with ways to keep your minds and bodies active by trying new things: wildlife watching, fishing, baking… you have interpreted your subject tasks in new and creative ways and we have been in awe of this!
Not only have you taken part in the tasks and challenges that you have been set, but you have attended Teams meetings, class Kahoots and gone above and beyond by completing extension and enrichment tasks.
Yes, you have asked questions when you have been struggling. But you have also asked questions that challenge ways as thinking about things: how would somebody describe a potato if they had never seen one? How can I use music to represent a villain? What would happen if I used carbonated water instead of ordinary water to feed my plants? Thinking like this shows ingenuity and enterprise, and it is these qualities that we want to prosper.
Now you have six weeks of summer to restore your energy… this does not mean 42 days of lying on the sofa watching telly or playing on the Xbox though – all this will do is make you ultimately become sluggish and more tired!
Keep up those habits (or maybe begin some new ones) to help you succeed and thrive. Here are a few ideas as part of a STRIPE challenge for over the summer:
My self-manager challenge: read 12 books, cook 6 new meals, 10k run per week (I am not a runner!), 10 minutes times tables challenge (those who I have taught understand my need for this) every day. Ask me how I got on when I see you in September!
Students at JTFS have been working hard throughout lockdown and they have produced some amazing art work! We are very impressed with the time, effort and detail that has gone into this work. Some examples are shown below - well done everybody!
Both Mr Vardy and Mrs Broughton have had to juggle being a new parent and the demands of remote working
Mr Vardy says
"It has been strange to not be in school with you all over the last few months. However, I have been really impressed by the work you have been sending to me and have really enjoyed seeing the different ways you have been staying physically active. I hope this is something you have enjoyed and continue to do when we return to school. At times, lock down has been challenging, as I am sure some of you have found. I have been attempting to balance work, family commitments and being a new Dad which has definitely been an exciting learning journey where I have made mistakes, faced challenges and had to be resilient. The one thing that has been consistent is the support that has always been available from the people in school, and that will be the same for us all when we return in September and face new challenges that we will overcome together in the JTFS way. It will be great to see you all again in September and I cant wait to be back in the sports hall, out on the field and in the class room, ensuring we continue to succeed and thrive as a school community. See you all soon, stay safe and have a fantastic summer"
Mrs Broughton says
Lockdown saw the JTFS maths department move mainly online with the use of Maths Whizz, Hegarty Maths and TTRockstars. The websites have proved an undoubted success in providing remote learning and have given some amazing statistics that the students can be very proud of.
This is the first time that the Hegarty Maths platform has been used at JTFS and it has had a phenomenal response from our students. The platform provides walk-through videos, teacher/student dialogue, and intricate tracking of progress to provide personalised memri quizzes. Since lockdown began, just under 244,000 questions have been answered collectively using these online tasks. The effort and commitment from students in this time has been a wonderful and actually places us in the top 2% of schools for answer-per-student. There are nearly 2000 schools with the platform so that is no mean feat!
A smaller number of students have used the online maths tutor called Maths Whizz. This is a 'thinking' website that assigns improvement tasks based on an initial assessment. During lockdown, over 732 individual progressions - that is, a student improving their maths age through deeper understanding - have taken place. Again, a really impressive statistic.
Many of our students were familiar with TTRockstars having used it at their primary schools and its return was greeted with enormous enthusiasm. Students strengthen their knowledge of timestables through challenges, contests, and battles. In the most recent battle, pitting Y7 against Y8, over 150,000 correct answers were given in only a week. That saw year 7 stage a magnificent comeback from 10,000 points behind to edge a victory 78,437 to 75,259. Well done to all those that took part. These will continue throughout the Summer so stay engaged!
From origami boxes and hexaflexagons, to tangram shapes and Mondrian Art, the JTFS students have had plenty of tasks to pique their mathematical curiosity. Here are a few of the examples that have been submitted:
A special mention must also go out to the students who have been completing paper-based tasks during home schooling. It has been an incredible show of resilience and dedication to continue to complete your written work and progress in your understanding. Well done.
As a Maths department, we have learned a lot during lockdown that can be carried forward when we return to school. The aforementioned online packages will continue to supplement our curriculum to provide challenge and competition whilst the enrichment tasks will be included as part of extended learning opportunities.
The Golden Ticket is an extra special award beacause all staff in school are give just one golden ticket each half term. This is awarded for something extra special; going above and beyond to demonstrate our values of "suceed and thrive". Once staff have decided that a student deserves a golden ticket, the reason and student name is written on the back of the ticket and the student takes it straight to Mrs Plant. Awards are then given during the term by the Head of School.
In the current circumstances, staff have been nominating students for a 'Virtual Golden Ticket' and these students have received an email from Mrs Plant for their achievements during lockdown. They will receive their reward once we are back in school.
These are just a selection of the students who have received a Virtual Golden Ticket. Well done everybody, we are very proud. Keep up the amazing work!
Students that normally attend the Photography Enrichment session with Mrs Derby and Mr Dickson have been busy during the lockdown period, taking the opportunity to get creative while out and about with their cameras. They have captured some beautiful images of their local areas, some examples can be found below.
Charlie has had a very sporting time during lockdown and completed the virtual Castle Howard Duathlon. She completed this in 13:46mins and won second place with this time.
She also completed a 5k in fancy dress just to make her neighbours smile!
Charlie and her mum also took part in the Rat Race. Well done to you both.
Year 7 were asked to write a script as part of their Drama work this term. Here is one example from Oscar.
Zimbabwe, in BOB’S house
BOB’S MUM bustles around the kitchen, tidying up from their evening meal. BOB’S DAD is sitting at the table, reading today’s paper, while BOB is sitting at the table, watching them.
BOB’S MUM Bob, honey, you are going to be late for that meeting you have at Magic HQ. You had better go now, or you will be late.
BOB looks out of the window, looking at the faint white snowflakes falling from the sky in the pitch-black outside.
BOB I’ll just go and pack my bag.
BOB goes up the stairs to pack his bag.
Zimbabwe, a few streets away from BOB’S house.
JOHNATHAN dusts off his hands. He always does this when he kills someone. Today, he must finish off that troublemaker who is the heart of Magic HQ. He will go after BOB. He levitates over rooftops to his street, then landed at one end, and counted the numbers to BOB’S house.
JOHNATHAN muttering That little double-crossing rat won’t know what has hit him! He will be atomised.
As JOHNATHAN walks towards BOB’S house, the door suddenly opens, and BOB comes out. They stand there, looking at each other like surprised goldfishes. BOB is the first to react, by throwing up a defensive shield, then threw lightning, fire, telekinesis, and all of the other powers at JOHNATHAN, and JOHNATHAN did the same, but forgets about the shield. As they do it, they shout out to the other person.
BOB shouting You should have come with me when you had the chance!
JOHNATHAN roaring I will never give in into the weakling wizards!
Their magic combines, and there is an epic explosion that looked
a bit like this: (see right) JOHNATHAN is instantly killed and thrown off his feet, then BOB’S shield exploded, and he is seriously injured. He is quickly rushed off to hospital, and JOHNATHAN is burned, and his heart is eaten by BOB after he was healed, for some really powerful sorcerers can be free from their bones when they are dead, but they would be able to get through the tiniest of holes while being even more powerful, but eating their heart stops that from happening. Then they all lived happily ever after (apart from JOHNATHAN, who was killed, burned then had his heart eaten).
Some of our students have been planting potatoes as part of Outdoor Wild Learning (OWL). With the help of Mr Coley, the students have grown and picked their produce! Well done everyone!
At JTFS we believe passionately in promoting reading, for pleasure and learning, to all our students. Reading underpins our empathetic, happy and high-achieving community. Hence, we are delighted for and extremely proud of 16 of our students who have become Accelerated Reader Word Millionaires and Multi-Millionaires. A special mention goes to Lucy M, Oliver C, Ava M, Florence A and Ahmed S who have all recorded word counts of over 2 million words. To achieve these impressive totals the students have to read a book, then access the Accelerated Reader website to take a quiz based on that book. If they pass the test they are awarded the number of words that are in that book. To give you an idea of the scale of their achievement, Harry Potter and the Philosopher’s Stone contains 77,325 words.
Students receive certificates for achieving 100,000, 250,000, 500,000 and 1 million words at the end of each term. They are also rewarded with praise points at various stages. Additionally, the top word count student from each year group will be allowed to choose a book for themselves up to the value of £6, paid for from the LRC budget! So we’d like to encourage everyone to dig out those books, download some ebooks and keep adding to those word counts!
02 Sep 2020
All Year 7 students to arrive in their PE kit and they will stay in kit all day. Please wash your hands on arrival and then fo to the restaurant where you will find your group. Staff will be on hand to help you.