What an exciting unit ‘My Britain’ is to help year 9 English students make sense of the country they live in and it’s similarities and differences to other parts of the world! While learning the essential GCSE skills required for non-fiction analysis language exam, students are enriched through meaningful discussion and debate around the key question: ‘What does it mean to be British?’ The diversity of the Hazeley family is celebrated within this unit serving as a microcosm of British society as a whole. Politics, culture, terrorism, religion, tradition, immigration – from fish and chips and a ‘cuppa’ to Britain’s presence in the world-wide arena, this unit has every aspect of SMSC covered!
Following the decision by Prime Minister Theresa May to hold an election on 8 June, students were given resources to share on politics, the purpose of an election and what is meant by a political constituency. Form groups had the opportunity to discuss the political changes that the country will face, which consistency Hazeley is in and who is our local MP – Iain Stewart. Students learnt that there are 650 constituencies in the country and a general election is really 650 individual elections which happen all on one day, across England, Wales, Scotland and Northern Ireland. Students in Mrs Kearns form group were really interested in the news story and were curious to know more about the differences between different parties and their policies.
At Hazeley we know that staying safe online is an important life skill. We were delighted to welcome presenters from Intel Security to the Academy to recognise Internet Safety Day on 7th February. They talked to students in all year groups about Cyber Security (how do we know a website is secure?), Cyber Ethics (what sort of messages is it acceptable to send to people you know online?) and Cyber Safety (how can I keep myself safe online and what do I do if I don’t feel safe?).
We hope that students now feel better equipped to navigate social media now and in the future, in a way that keeps them safe. If they have any further questions about this, their first port of call should be their Computer Science or IT teachers or Mr Nott our ICT Network Manager.
At Hazeley we collected over 200 food items for the MK Foodbank and so the people at the food bank were very grateful. The man who runs the food bank said that they don’t have as many donations as you would think they would so our donation would make a real difference. On Friday 3rd February a group of us students loaded the food donations into the minibus to take to the food bank offices in Stacey Bushes. It took quite a few of us to carry and transport all the goods and we filled up four large shopping trolleys at the end to take in. We were also shown how everything was organised into pasta, beans, tinned meat, fish etc. They explained to us how the packages are made up with specific amounts and they also cater for homeless people with a kettle pack (everything in the pack can be made with a kettle). With many thanks to everyone who made the donations!
– Written by Antony V, Year 8
KS3 Product Design
Year 7 and 8 were set a project to research recycling and sustainability. They were asked to find out what the 6 R’s are and also to create a poster to promote the need for recycling. This task encouraged students to think about their morals on waste and to understand our role in protecting our planet. These are some of the examples of the creative and possessive posters that have been produced. They will be going on display soon so we continue to promote recycling throughout Hazeley.
Students in year 11 GCSE catering lessons have just completed their major practical exam. We saw range of dishes from various countries, which was a real opportunity for students to study and embrace and celebrate other cultures. Staff also really enjoyed going along at lunchtime to taste and evaluate the food!
In Drama, we have lots of trips booked this term. These trips allow students to have some time out of the classroom and see how what they are learning in the classroom is used in theatre. Students love these trips and it gives them a chance to engage with each other outside of school which is fundamental for building positive relationships with their peers.
Drama Trips This Term:
KS3: ‘Dick Whittington’
On 13th January, the Drama Department took a group of 50 students to see the pantomime ‘Dick Whittington’.
The staff and the students had a fantastic time, with many of our students asking to go again next year.
KS5: ‘Twelfth Night’
On Friday 3rd March, the Drama Department will be taking our Year 13 students to see the National Theatre’s adaptation of ‘Twelfth Night’ in London.
We are really excited to see how the play has been adapted for a contemporary audience. Students will be encouraged to consider how the performance contrasts to the original performance conditions in preparation for their written exam.
KS5: ‘The Play That Goes Wrong’
On Monday 13th March, the Drama Department will have the pleasure of taking our Year 12 students to see ‘The Play That Goes Wrong’ at the Milton Keynes Theatre.
It will not only be a fantastic opportunity to see a live theatre performance, but will provide students will some of the crucial information they need to complete their written exam.
Yr 7 Galaxy scenes
Our year 7’s dived right into creativity and imagination to make their very own galaxy scenes. After researching and studying different ways to create depth and space in 2D artworks, students set about creating their own interpretation of a galaxy scape. Onto black paper they flicked watercolour paint to create a star-encrusted sky over which they swirled brightly coloured galaxies with paint, added cut out stuck shapes of nebulas and far away planets and embellished with metallic paints. The results were fantastic, and we are so impressed with the imagination and skill that the years 7’s have demonstrated.
Yr 8 Japanese Fish Kites
Year 8’s tackled the prospect of a 3D project with great enthusiasm. This topic was based around Japanese art, with the emphasis on traditional Japanese Kites. Inspired by the art, we set about making traditional Japanese Koi carp themed kites. We investigated the symbolism of the fish and also of kites in Japanese culture. The tubular kites were made with wax crayon and watercolour textured scales and details such as eyes and tails were added with coloured sugar paper. The results are fantastic! I’m really happy with how well the year 8’s interpreted the design brief and how they completed the task of the kite making with consideration and imagination.
Yr 9 Gustav Klimt
Many people recognise the famous artist name Gustav Klimt for his elaborate paintings with bright and metallic qualities. The brilliant year 9’s were tasked with interpreting several of his more well-known pieces, in order for them to create a visual homage to Klimt. This was a particularly difficult task, because it required students to take creative risks – but the year 9’s did a fantastic job. You can clearly see the correlation in their paintings to Klimt’s’ original works, through the use of different shades of yellow, the swirling branches of the tree, and the abstract fictional shapes in the trunk which are a trademark of Klimt. We are extremely impressed with the maturity with which Year 9 students approached and completed their work. The results are wonderful.
By Mrs Lloyd-Jones
On Wednesday 11 January we held our second Drop Down Day of the academic year. The Confidence Faculty organised a ‘healthy body health minds’ event with outside speakers and a range of different activities for our students to try. We had Aikido a martial art demonstrated by a group who run sessions at the academy on Wednesday evenings. An indoor golf taster with various obstacles and targets to help work on precision and accuracy. Students learned the importance of knowing the recovery position in saving lives. There were sessions focused on mindfulness – living in the here and now and considering the past which we cannot change and the future which we cannot predict. Students completed tasks relating to the development of a growth mindset and worked to understand the importance of nutrition and diet to being both physically and mentally healthy. Overall the Y9 students’ had a fantastic day engaging in activities not always available on the curriculum.
The 6th form A-level scientists played an active role in helping year 8 with their options subject choices on the Drop Down Day on the 11th January. Year 8 students had the opportunity to carry out taster sessions to see whether they would like to do triple science next year. They had to work as a group to develop a hypothesis and then spent time trying to see if they could gather enough evidence to support their hypothesis. Sixth form students inspired the year 8’s to come up with really good ideas. They also showed students what possible subject pathways could be taken in the future using the triple science qualification. This was an excellent day for developing skills with our key stage 3 learners as well as exploring the benefits of science in the wider community.
By Antony and Beth (Year 8)
When the Mannequin Challenge first became popular in October 2016, which is when Miss Griffiths had the amazing idea that perhaps, the Hazeley could produce their own versi on of the popular challenge. And, so we did – over the course of a fortnight, in various rooms; with various teachers and different themes on each filming occasion, we spent a total of over six hours.
What made our Mannequin Challenge different and special, is that we related it to the UN Rights of the Child – and celebrated education, culture and the right to share and obtain information. We decided to include this as these rights are important to us as an academy and we intend to spread further awareness on them so we are all aware of what privileges we have.
Overall, the video was uploaded on December, 14th 2016 and has so far garnered over 1,800 views, as well as becoming a featured article in the MK Citizen and appearing on the UNICEF website – a long term goal of the Academy. And, while editing took twelve hours, the video lasts just shy of seven minutes, and features guests such as Mrs Sear, Mr Laurie, Miss Bevilacqua and even Mr Nelson.
In English last term, year 8 were focusing on Charles Dickens’ ‘A Christmas Carol’, and it has resulted in some rather successful and very thoughtful creative homework projects. Year 8 spent a lot of time thinking about morals, and whether your actions in your past influence your future. One particularly successful activity was creating paper chains, where students reflected on what holds them back, and what their own ‘chain’ would be made up of. We also had some fantastic representations of the ghosts of Christmas Past, Present and Future – making students consider the lessons learnt by Scrooge throughout the book. Additionally, by studying Victorian culture, the students were able to reflect on how a contemporary reader would respond to the text, in comparison to how we now perceive Scrooge. We can’t wait to see what year 8 come up with this half term, when studying ‘Writings of War’.
This year The Hazeley Academy participated in the Shoe Box Appeal, a charity collecting Shoe Boxes with items for children to have who may be less fortunate than us. We ran this as part of our house competition and calculated which house donated the most boxes. The student council sub-committee focusing on charity work delivered information in Lead Lessons to introduce the appeal, they created a presentation to be used by all form tutors during form time to raise awareness, we leaflet dropped all tutor pigeonholes and we arranged a place for shoe box collection.
There was an excellent response from students and staff alike and we donated 140 shoe boxes to children less fortunate than ourselves. A real demonstration of caring and sharing was evident among our students. They were creative and portrayed immense character in working together to ensure that other children have an experience that they would want themselves.
Well done, Hazeley!
On Thursday 17th November year 7 and year 8 Student Councillors had an amazing training opportunity where they spent the day developing skills and preparing ideas to have a real impact on improving the experience of school life at Hazeley working with Roz Mascarenhas from Milton Keynes Council.
Students began by developing their speaking skills, telling everyone their name and random facts about themselves. Did you know that Article 7 of the United Nations Convention on the Rights of the Child states that every child has the right to a name? Is this surprising? We all have names so why would the Convention state this?
Students worked in groups to plan posters on what they think is really good about the school and what they would like to change. Students came up with a range of fascinating ideas such as students become the teachers for the day, build a shelter outside the school gets for anyone waiting in the rain, homework (a bit of a controversial subject as some wanted more homework and some wanted less!).
Students then focused on three main ideas for teaching and learning, environment and wellbeing. Drop Down Days were discussed as to whether they should focus on life skills e.g. budgeting for University and how to buy a house. The car park was discussed for health and safety and lots of different options were considered to make it safer such as a lollipop person. One group looked at the school anti-bullying policy and different case studies on improving the Hazeley approach. Each group had a campaign aim, objectives and plan of action.
Overall, the day linked really closely with Article 29 of the Convention which says:
- Parties agree that the education of the child shall be directed to:
(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
Students had lots of group and individual speaking tasks which meant they developed their listening skills and ability to articulate their ideas. They had a challenge to solve a shape puzzle in silence (the silence was more difficult than the puzzle!!!). Students understood clearly by the end of the day that we all have a right and a responsibility to help implement an outstanding vision for the school. Students learned to work together, co-operate and look at possible solutions to help improve all aspects of school life.
Students gave speeches on what they are passionate about in order to develop their communication skills and made tremendous progress from the start of the day to the end in public speaking skills. Here is the speech from Rosie Watts in year 7:
I’m Rosie, I’m eleven years old and I love music so today I’ve chose to speak about it.
As I said, music is the speciality of my talk, music is my dream, my role, all that I’ve known, all of my life.
Firstly, I need to let it out – I don’t like rock ‘n’ roll or rap – it’s just not my style. Singing and song writing makes me happy, comforted, at home, it makes me me – I don’t think I could survive without music. I play the flute and am prepping for Grade 2. I also have just started to learn the keyboard.
Music tells a story, expresses your emotions. If music was a living person, I’d be that person. If music didn’t exist I’d think the world mad.
Thank you for listening about my love of music.”
The students all agreed they learnt an enormous amount today and are looking forward to how they can move the school forward in the future!
Between the 14th and 21st November 2016, along with the rest of the nation, we turned our attention to preventing bullying and standing up for each other. Our house assemblies this week focused on the impact on bullying on children’s rights as set out in the UN Convention on the Rights of the Child. As highlighted by our house leaders, when someone is being bullied, their rights are being directly infringed upon. We focused on a few rights in particular in the assembly including the right to be free from violence and the right to reach your full potential. We also highlighted the importance of respecting the rights of others by standing up for what is right and speaking out when you know something is wrong.
During the week, one of our tech-savvy year 7’s filmed and edited her own video for our Haz_Character YouTube channel highlighting issues surrounding Cyberbullying. Cyberbullying is a form of bullying where you are teased online (on Youtube, Facebook, Instagram or otherwise). This is a growing problem across the UK, with more and more bullying behaviour following children home on their phones, tablets or computers. Jasmine interviewed Mr West, Head of R2L and Year 7, to help her fellow students know how to tackle cyberbullying in the future. He reminded us of the importance of speaking up if you think something is wrong and checking out Page 13 of your student planner if you are concerned about bullying in any way. This page provides out number for texting in any concerns and information about the Triple C Line. There is a lot of other practical advice on this page. Check out Jasmine’s fantastic, informative video here: https://youtu.be/FE3gqdTDZ64
I was assigned the task of delivering the lead lessons from the 10th – 14th of October. The theme of the week was ‘Challenging Extremism’. I could have easily gone down the route of talking about how terrorism is evil, and discussed the so-called organisations who claim to be carrying out these cowardly acts in the name of religion.
Instead, I thought to myself, I need to provide solutions to this problem. I wanted to deliver something that the students could really learn from and develop with-in them. The focus of my lead lesson was to concentrate on building Character, one of the key components of 3 C’s. So, I changed my focus to ‘British Values.’ I believe that by being a good British citizen some of these issues could be resolved.
I introduced the lead lesson with these keywords: integrity, loyalty, respect, law, love and liberty.
There are many valuable lessons to be learnt from being a good British citizen. British values teach us self-knowledge, self-esteem and self-confidence. We get a better understanding of right from wrong. It teaches us respect for the law of our country. It teaches students it is not only good to behave well in school, but they must also accept responsibility for their behaviour in the community. I also stressed that we must attempt to make positive contributions to the lives of those around us. This could be through charities or any other forms of sacrifices. British values increase our tolerance of different cultural traditions. We begin to appreciate and respect our own and other cultures. Finally, we develop respect for democracy and support for participation in the democratic processes.
The lead lesson also briefly touched on prejudice and discrimination. It was imperative that I raised awareness of the Equality Act 2010. Since this law has been introduced it has influenced the way we treat each other. This law protects the rights of people, no matter what their race, religion or sexual orientation etc…
As stated above, I didn’t want to make this a religious or politically driven lead lesson, but I did mention a quote from the Qur’an. “Whoever kills a person [unjustly]…it is as though he has killed all mankind. And whoever saves a life, it is as though he had saved all mankind.” (Qur’an, 5:32). The main purpose was to explain that religion doesn’t encourage extremism. Unfortunately, these atrocious acts are carried out by criminals.
Mr Z. Rathor
Here at The Hazeley Academy, Remembrance is an important event and something we feel is important to the history, culture and heritage of our community. The Two Minute Silence, held each year at the eleventh hour of the eleventh day of the eleventh month, marks the end of the First World War and at Hazeley the whole school took part with the Two Minute Silence and the bugle sounding the Last Post in school.
Students sold poppies around the school which is an important symbol of Remembrance and inspired by John McCrae’s poem In Flanders Fields.
In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
In character lessons this week, year 7 looked at all the ways in which they find people inspirational either because they have made a lasting contribution to creating a better world or because of their attitudes and values. Amazing people such as Nelson Mandela who campaigned for justice in South Africa and helped heal the wounds of apartheid, Rosa Parks who inspired millions for an equal society and Malala, living in a turbulent world, severely injured but awakened the conscience of many people around the world.
Who would you vote for? We discussed others such as political leaders: Jefferson for helping to draft the Declaration of Independence and Lincoln for his Gettysburg speech. Luke B chose Leonardo da Vinci for his incredible scientific ideas and inventions – well ahead of the scientific community by a couple of centuries! We also listened to Martin Luther King’s “I have a dream” speech and considered what made this speech so impressive.
A special commendation goes to Luke B, Bobby N, Marco M, Isabelle M, Rian M and Emily U for their hard work today.