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Baylis Court School Newsletter Friday 16th October 2020

Dear all,

Change of name of Trust

During this challenging period, the schools in our Trust are working tirelessly to ensure the safety of pupils and staff by following the Government’s guidance. We will keep parents and pupils informed via each school’s website.

At the start of September this year, our Trust changed its name and logo to reflect the range of schools that work together within our Trust. Our new name is Thames Learning Trust. Our new website is https://www.thameslearningtrust.co.uk

Our Trust is a multi-academy family of primary, infant and secondary schools located in Berkshire. The Trust, formed in 2015, was created in order to gain strength through working with each other, sharing expertise, resources and knowledge, and this desire for collaborative improvement is reflected in our motto ‘Growing Stronger Together’. Our Vision is to become a medium sized Trust including up to eight schools, recognised by its stakeholders and the communities in which we operate for its life-enhancing approach to the education of children. Through working in collaboration, we have been able to provide better resources and learning for the children in our schools.

Our schools share a determined commitment to ensure that communities are well served by their local school. As a family of schools:

  • We are quality driven. As our family of Academies grows, we will ensure that high academic standards are at the core of our work.
  • We value uniqueness. Our Academies will grow and develop whilst maintaining their own uniqueness.
  • We put children first. We will ensure that children are at the centre of all of our work and that we strive to give them the best start in life.
  • We work in partnership. We will work in close partnership with all of our stakeholders
  • We encourage development. Putting teacher development and improving teaching and learning at the heart of what we do.

Our aim is to create a family of remarkable schools that work together to ensure that all our young people enjoy learning and expect to be successful. With sustained success, lives change, communities thrive and we all benefit.

I appreciate that these are challenging times for us all and know that the schools in our Trust are playing an important role in providing well-being for pupils and staff. We will continue to provide a high standard of education, whether that is face-to face or remote learning.

I hope everyone stays safe and well and look forward to having the opportunity to meet you at a school event in the future.

Warmest regards

Richard Kearsey

CEO The Thames Learning Trust

Breakfast Club!

Breakfast club is open from 7.30 every morning and all year groups are welcome!

You no longer need to pre book- just turn up on the day and choose from a delicious array of hot and cold food to enjoy in the warmth of the dining room.

Gardening Club

During the gardening activity students from year 9 prepared a mini succulent and cacti garden. They learned some interesting facts about this peculiar plants. Umaymah, Halima, Sania, Phoebe and Hind created cute mini gardens in glass pots using own imagination and creativity. Well done girls! Look after your plants carefully 🙂

Mrs. Wojtala

Design Technology News

This week during food lessons year 9 students prepared omelettes and soup. Many of them showed fantastic team work, self-organisation and amazing cooking skills. We are proud of all of them for doing their best. Star of the week is Ruqayyah for mastering her omelette!
In Design Technology year 9 students are making lamps out of wood, acrylic and LED strip lights. During the project pupils learn many different skills: how to measure the material, how to use hand tools, drilling, soldering, electronics, sanding and finishing. It is long project for KS3 ; however, it will be worth that wait and hard work.

Self-isolating.

If any pupil is self-isolating they are expected to be in school remotely via Teams. They will be expected to join the whole day every lesson, including registration.

For more information please see our

We Love Reading!

1. Encourage your child to read Reading helps your child’s wellbeing, develops imagination and has educational benefits too. Just a few minutes a day can have a big impact on children of all ages.

2. Read aloud regularly Try to read to your child every day. It’s a special time to snuggle up and enjoy a story. Stories matter and children love re-reading them and poring over the pictures. Try adding funny voices to bring characters to life.

3. Encourage reading choice Give children lots of opportunities to read different things in their own time - it doesn’t just have to be books. There’s fiction, non-fiction, poetry, comics, magazines, recipes and much more. Try leaving interesting reading material in different places around the home and see who picks it up.

4. Read together Choose a favourite time to read together as a family and enjoy it. This might be everyone reading the same book together, reading different things at the same time, or getting your children to read to each other. This time spent reading together can be relaxing for all.

5. Create a comfortable environment Make a calm, comfortable place for your family to relax and read independently - or together.

6. Make use of your local library Libraries in England are able to open from 4 July, so visit them when you’re able to and explore all sorts of reading ideas. Local libraries also offer brilliant online materials, including audiobooks and ebooks to borrow. See Libraries Connected for more digital library services and resources.

7. Talk about booksThis is a great way to make connections, develop understanding and make reading even more enjoyable. Start by discussing the front cover and talking about what it reveals and suggests the book could be about. Then talk about what you’ve been reading and share ideas. You could discuss something that happened that surprised you, or something new that you found out. You could talk about how the book makes you feel and whether it reminds you of anything.

8. Bring reading to life You could try cooking a recipe you’ve read together. Would you recommend it to a friend? Alternatively, play a game where you pretend to be the characters in a book, or discuss an interesting article you’ve read.

9. Make reading active Play games that involve making connections between pictures, objects and words, such as reading about an object and finding similar things in your home. You could organise treasure hunts related to what you’re reading. Try creating your child’s very own book by using photos from your day and adding captions.

10. Engage your child in reading in a way that suits them You know your child best and you’ll know the best times for your child to read. If they have special educational needs and disabilities (SEND) then short, creative activities may be the way to get them most interested. If English is an additional language, encourage reading in a child’s first language, as well as in English. What matters most is that they enjoy it.

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Well done to all pupils who have been taking part in cultural enrichment activities. If you have been reading books as part of this, or even just at home by yourself, we would love to hear from you! Please write a book review and email it to Ms Chauhan at nch@bayliscourt.slough.sch.uk. Let’s get reading!

When the going gets tough...maintaining motivation and managing moods!

There are things that make our learning more difficult or unmanageable (like a global pandemic...!) and if we let these things get on top of us, it can stop us from learning altogether. Here are a few strategies to help break down those barriers and get back on track with our learning.

• Don't stop going to or working in lessons that you find hard or dislike. Talk to someone about any difficulties you are having and get some help and support. There is always a solution to any problem.

• Revisit your homework and revision schedule if necessary-plan and stick to the plan, even if you don't feel like it! If you wait until you are 'in the mood' to study, you will never do it! Set your mind to doing at least 15 mins before you 'give up'-that way, even if you do stop, you have done something and there will be less to do next time!

• Agree with your parents/carers the times and ways they are going to check in on your studying-this will help you hold yourself to account for your work.

• Ignore what your friends are doing or saying-you are working for an easy life for you now and later on-let them panic at the last minute if that is their choice!

• Resist the temptation to bury your head in the sand if things are getting out of hand-talk to someone you trust (parents/carers, teachers, friends).

• Name it to tame it-If you find you are experiencing mood swings or very strong emotions, it can help to simply notice and name the feeling (I notice that I am feeling very irritable at the moment). Sometimes there is no obvious cause and owning a feeling can help it pass more quickly. Noticing a worry and then facing it can restore a sense of calm and balance and the feeling will disappear.

• Try to distract yourself using a mood shifter-music, exercise, talking to a friend or trusted adult, laughing, watching a funny YouTube video, pampering yourself, giving yourself a treat-or try to do something completely different. Even if it is difficult to start off with, you will be surprised how quickly your mood will change!

Top Tips for parents and carers:

• Agree a work/life balance with your children and stick to it-you may need to be flexible if something comes up but routine is important so agree when they will catch up if things need to be juggled.

• Acknowledge how they feel-all students will fall behind, become demoralised or overwhelmed, or struggle with a work/life balance. Berating students at this point will only add to those negative feelings. Talk to them and help them to see a way through the issue.

• Talk to teachers-they are more than willing to help but often do not know there is an issue. If you don't know who to speak to, please email me (MGO@bayliscourt.slough.sch.uk or your child’s form tutor and we can support you in this.

• Consider a reward structure to increase motivation. Agree what this will be in advance and stick to it.

• Encourage your children to talk about how they feel to a trusted adult and let them know that you are there for them and proud of them whatever.

• Talk about specific behaviours that you are concerned about, rather than over generalizing-instead of 'you're lazy' talk about how it frustrates you when they 'sometimes leave things to the last minute' and give an example so they understand why it is an issue.

• All feelings are important-if they feel safe and secure that even the little things are taken seriously, they will be less anxious. Try to play detective and work out what is behind those feelings and minimise the emotions first-it is a lot easier to then deal with the behaviour they are causing. 'I have noticed that you are feeling upset/angry/worried and I want to help you figure out why.' Let them talk and listen to everything they have to say before empathising with their feelings 'I understand why/I am not surprised that you feel like that.' Ask them what they think would help before offering suggestions.

• Perspective helps-teenagers often take an all or nothing approach to their difficulties and taking one situation at a time and succeeding in a small area can make other parts of the issue go away.

Some useful links/apps to help with this:

• www.mind.org.uk : support with mental health and wellbeing

• www.kooth.com : an online counselling service

• www.themix.org.uk : counselling service for under 25s

• www.youngminds.org.uk : provides 24/7 youth support and crisis management

• www.nhs.uk/apps-library/stress-anxiety-companion : this includes breathing exercises, relaxing music and games as well as reframing negative thoughts through CBT methods

• www.clearfear.co.uk : CBT techniques to respond to threat and stress

• www.inhand.org.uk : a refocusing app in moments of stress or feeling out of control

• sam-app.org.uk : SAM will help you to understand what causes your anxiety

• www.headspace.com : guided meditations to help you de-stress and sleep

• Calm: another app to help with de-stress techniques

Inspiring leaders of tomorrow

Sixth form Cultural Enrichment

Please can I remind you about the Sixth form Enrichment page on Teams, you have been set a half term project and I will be updating the page with interesting examples of culture for you to explore-please post with me and share anything you find interesting and want to share.

Year 12 please upload your Azaar reviews to your assignment.

Year 13 you will be watching Azaar this Monday in school and remotely from home, please accept the outlook invitation.

As always any more ideas are welcome, please email me directly.

Huge thank you to my Enrichment leaders in year 13, if any year 12s are interested please email me.

Huge thank you to the Year 12 Baylis Production Team (see their open evening video on the website) and the Sixth form School Magazine Editors (look out for our December edition) keep up the good work!

Mrs Coulson

Dania Habib 8 Keller

Who Knew?

Book Review- Harry Potter series Acsah Shinoy

Philosopher’s Stone- Orphaned Harry Potter has been living a dog’s life with his horrible relatives. He sleeps in the broom cupboard under the stairs and is treated as a slave by his aunt and uncle. On his eleventh birthday the arrival of a giant named Hagrid, has come to escort him to the Hogwarts School of Witchcraft and Wizardry. Harry learns that his parents died saving him from an evil sorcerer and that he himself is destined to be a wizard of great power. Harry was placed in the house of Gryffindor by the sorting hat. He studies Herbology, the History of Magic, Charms, Potions, the Dark Arts, and other arcane subjects. He makes friends (and enemies), goes through dangerous and exciting adventures, and justifies the hopeful predictions about him.

Chamber of Secrets- Harry returns to Hogwarts School of Witchcraft and Wizardry for his second year after a miserable summer with his Muggle (non-magical) relatives. Once again, Harry’s school experiences are coloured by encounters with genial ghosts and teachers and by an ominous mystery to be solved involving Harry’s archenemy, the dark sorcerer Lord Voldemort.

Prisoner of Azkaban- It’s another year at Hogwarts School of Witchcraft and Wizardry (where there’s perforce a new Defence Against the Dark Arts teacher); it’s still Harry, Ron, Hermione, Hagrid, Gryffindor House, and the headmaster versus Professor Snape, Draco Malfoy and his Slytherin friends, Lord Voldemort, and various other forces of darkness. But all the elements that make the formula work are heightened here. The characters are particularly interesting, especially the new teacher, Professor Lupin, a man with a howling secret; Sirius Black, a feared, possibly mad, escaped prisoner who is believed to have betrayed Harry’s parents and is now said to be after Harry; and Harry himself, who in facing the reality of his parents’ violent deaths becomes a stronger person — and a more complex hero.

Goblet of Fire- Fourth year at Hogwarts finds Harry enjoined as the surprising fourth contestant in the Triwizard Tournament — “a friendly competition between the three largest European schools of wizardry” — during which he beats a dragon, rescues Ron from merpeople, and finds his way through a maze that, leads to the dark wizard Voldemort and to the death of one of the other Hogwarts contestants.

Order of Phoenix- The adult wizards in the Order of the Phoenix prepare for the return of Voldemort without Harry; at Hogwarts, he is ignored by Dumbledore, banned from Quidditch, and — thanks to slanted press coverage — generally regarded as a liar and a “weirdo.” A new Defence Against the Dark Arts teacher, backed by the Ministry of Magic in Voldemort-denial, begins taking over Hogwarts one repressive educational decree at a time.

Half Blood Prince- Dumbledore’s private Pensieve tutorials with Harry, in which the two sift through various characters’ memories about the Dark Lord’s history, searching for the means to defeat him. Even so, there’s plenty of engaging mystery and suspense here: the title character, the Half-Blood Prince, occluded for most of the book as merely the author of some helpful notes in Harry’s potions text, bursts into startling fame by the end. Harry himself, grown more independent and decisive comes of age, committing himself by his own choice to defeating Voldemort and accepting that former protectors like his parents and Dumbledore (and even the Dursleys) no longer stand between him and danger.

Deathly Hallows- Now-seventeen-year-old Harry, Ron, and Hermione search for the Horcruxes, introduced in Book Six as the key to Voldemort’s destruction. Meanwhile, Harry, distraught over his mentor Dumbledore’s death, puzzles through the former Hogwarts headmaster’s shady past and discovers a new means of defeating Voldemort: the Deathly Hallows, three legendary objects that together give their possessor power over death.

Snape installed as headmaster and several Death Eaters added to the staff.

As for Harry, the boy hero casts Unforgivable curses with a feeling of “heady control” and ominously tempted by the promise of power that tainted Dumbledore. Ultimately, however, he is saved by his capacity for love and self-sacrifice. Harry is consistently defined by his compassion; it can even be his (temporary) downfall, as when his choice to disarm rather than kill one of the enemy identifies him amid a cadre of decoys. But compassion is the quality that allows Harry to break the cycle of hatred between Muggle and wizard, house elf and human, and even Gryffindor and Slytherin — and the ripple effects of this achievement are incalculable.

Year 9- Meerab Hussain https://spark.adobe.com/page/BtRKJ1dZ4ddsd/

Manasa Nair

Year 10 Film review: Frankenstein Anjali Gill

Summary Frankenstein tells the story of gifted scientist Victor Frankenstein who succeeds in giving life to a being of his own creation. However, this is not the perfect specimen he imagines that it will be, but rather a hideous creature who is rejected by Victor and mankind in general. The monster then seeks revenge through murder and terror.

My thoughts I really liked this film because it had so many twists and turns which made it much more interesting and dint just linger on one point. The atmosphere in the movie made it clear that the monster was no friendly creation but a vengeful one. There was always a certain level suspense throughout the whole film which really kept you drawn into it and made you want to keep watching. I would recommend this to anyone who likes a good thriller and an in-depth plot!

Sixth form Black Park Visit Madhiya Hussain

Black Park is a picturesque place which is a beautiful place for a walk and take in all of nature’s tranquility. The parking is close and convenient, although it is a bit expensive for only a few hours. There is a walking trail around the whole park that is full of nice scenes. For parents with young children there is a playground made for them. Right across to the playground is a café which comes in handy when you have lots of children with you. The café has a variety of foods for all types of eaters such as burgers, chips, ice cream and fish and chips. Also, the café has very good customer service and has a baby facility that provides everything needed for a toddler. For an adventurous day out there is an outdoor center where there is climbing frames, mini ziplines and much more apparatus for children of all ages. If you just want a place to relax, read or fish then have a seat next to the lovely lake for a bit of peace and quiet. It is a place that is thoroughly enjoyable for adults and children both. There is something for everything to do.

~Amrah Janoofar 13Keller~

This poem was inspired by my idol ‘Prince Ea’ who is a worldwide known spoken word artist, ranging from worldwide problems to every day matters. I have always been entranced by his writing style that portrays his views and facts. In particular his poem ‘I just sued the school’ is my favourite and spurred me to write a poem based on issues in the real world which aren’t focused on, or are brushed past.

What are "Active Park Walks"?

Designed in partnership with Active Movement, these special park walks have been created to link with nearby schools and settings. They offer everyone an opportunity to walk and explore parklands.

The Poetry Journey – celebrating National Poetry day 2020

Slough Borough Council’s Libraries and Culture Service, in partnership with Public Health Slough, has created a poetry journey to inspire you as you enjoy your Active Park Walk.

At each of the six posts you’ll unlock a beautiful poem to listen to or read. Complete your walk to reveal all six poems for your chance to enter a prize draw to win a bundle of books.

We hope these works encourage you to read more poetry, or even write your own.

Find out more

www.facebook.com/sloughlibraries

We are proud to announce nominations for the Slough Youth Awards 2020 are open!!!

The Slough Youth Awards aim to raise the profile of young people in a positive way by celebrating their achievements in an annual showcase. You can recognise an individual or group’s achievement’s by nominating them for an award, with the celebration to be held in a virtual ceremony for the first time.

  • Young Artist Award
  • Young Environmentalist Award
  • Young Inspiration Award
  • Young Entrepreneur Award
  • Young Sportsperson Award
  • Young Volunteer of the Year Award
  • Young Voluntary group of the year Award

For the Check Out Details & Nominate Here: http://www.slough.gov.uk/young-people/slough-youth-awards.aspx

For Award Category Details: http://www.slough.gov.uk/young-people/awards-categories-and-judging-panel.aspx

We look forward to hearing from you and all the amazing things the youth of Slough have been doing.

Feeling Inspired...?

This fantastic vision board was created by Venice Mensah.

I would like to encourage you to create a vision board or some form of what you would like to accomplish it will be very useful and very ideal for when you do finish school or even a rough idea of what you would like to be/do. Do not forget to manage your time and utilizes resource that have been given to you. Please do not limit yourself – we all have the same potential and are all capable it all about how you manage the time. A phrases I quite often refer to is “your input will be the output “which defines to if you really want to achieve something you have to strive for it and dedicate your time towards your goals and aspiration
Jump Into STEM with CGI! CGI is a global IT company with 78,000 professionals worldwide and 6,000 members in the UK. CGI provide end-to-end IT solutions to both government and industry clients. Projects CGI work on that you may have heard of include Smart Metering, working with the NHS to deliver faster and safer patient care and with the UK Space Agency to put satellites into space. CGI is passionate about inspiring the next generation to consider careers in STEM. Join us as we talk about the IT industry, our career journeys so far and the fantastic apprenticeship and graduate programmes we have available. Join us for a live broadcast on Tuesday 20th October at 4.30pm to hear all about it!

Click HERE to secure your place today.

How to start a career in health and care with the NHS / HEE – Hear from Apprentices, Nurses, AHP, Surgery/Theatre and Non Clinical staff members. All talking about their journey into the NHS and providing insight into what it really entails. Get the opportunity to have your questions answered directly on this live broadcast exploring how you can kick start a career in health care! Join us for a live broadcast on Wednesday 21st October at 2pm to hear all about it!

https://www.eventbrite.co.uk/e/how-to-start-a-career-in-health-and-care-with-hee-and-nhs-tickets-120199669447

NHS Test and Trace COVID-19 app

The app is available to download on smartphones for anyone aged 16 or over. This means that some students in year 11, 12, 13 will be eligible to use the app and benefit from its features. NHS Test and Trace has published guidance and resources to support the use of the app which are available here

Credits:

Created with images by Ed Robertson - "Captured on Portobello Road, London" • Krystal Ng - "untitled image"