One of the challenges we have set all students and staff is to learn something new. This could be a musical instrument, as sports skill, a language etc. I have decided to learn a language.
There are free courses at https://www.duolingo.com
Stay safe
Matt
We are keen to keep children learning whilst the school is closed down. Please follow the instructions below. If you have any issues contact the school info@hartsdown.org
Quick Links
Suggesting Timetable for KS3
Please follow the instructions in the lesson regarding the submission of work.
Suggested Timetable for KS4
Keystage 5
Staff will email students directly or use google classrooms. Some of the resources can be found here: KS5 Lesson Materials
Off line work
Although it is very limited we have material packs at the office and these can be collected and returned for marking.
Safeguarding is about keeping children safe from harm. We work with parents to make this possible.
Safeguarding Policies
Road Safety
Online Safety
Gangs
Drugs
Bullying
Led by a Teacher of the Deaf and supported by trained and experienced Teaching Assistants, students in our Hearing Impaired Unit are encouraged to fulfil their learning potential in a fully inclusive mainstream secondary school. The Unit provides a safe and effective learning environment whilst promoting independence and self-confidence. Being supported in mainstream classes, students learning styles, including British Sign Language, are addressed so they can follow the curriculum. Essential links between mainstream staff and students promoting Deaf Awareness and advice for subject teachers on strategies to help mainstream students with a unilateral loss or glue ear are given. Reinforcing learning back in the Unit maximises opportunities for the students to succeed in their subjects.
Working alongside external agencies such as Deaf CAMHS, Social Services, Speech and 
Language Therapists and Occupational Therapists ensures our students receive the best support available.
Students are encouraged to be independent and to take responsibility for the care of their audiological equipment.
Each week we run an after school club for both students and staff where basic British Sign Language skills are taught.
Work Experience
One of our students recently undertook work experience in retail. He commented, “it was interesting and boosted my confidence a lot.” The store described him as, “keen, polite and used his initiative in finding jobs to do … was happy to ask questions and it was a pleasure to have him in store with them.” July 2018
Our Aims
Contact details
Head of HIU: Mrs Ruth Peachey, 01843 227957 Ext 1045
Useful links: NDCS, RNID, RAD
All parents understandably are concerned about the online safety of their children. At Hartsdown we do the following to support children’s safety online:
We now have an online portal to support parents. For example how to set up devices.
Parent Online Portal (It takes a few seconds to load)
Resources
https://www.thinkuknow.co.uk – great resource site
List of media websites – A great resource shows concerning websites/games etc
In its 60 years history Hartsdown has produced students who have gone on to make a real difference in the world. As a way of encouraging our current students we are collecting stories of our past students achievements.
If you would like to share your story please email: info@hartsdown.org
Safeguarding is about keeping children safe from harm. We work with parents to make this possible.
Safeguarding Policies
Road Safety
Online Safety
Gangs
Drugs
Bullying
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Head of Department |
Mr C Mills |
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Teachers |
Mr C Mills, Mr C Cotter, Mr Z Zacharia |
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Curriculum |
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Year 7 |
Term 1 Introduction to computing – Code of conduct – E-Safety – Cyber crime – Web quests – Viruses |
Term 2 Control -turtle academy – Maze creation in Logo – Flowol |
Term 3 Kodu game lab |
Term 4 Computer Architecture
-Operation of PCs |
Term 5 Scratch
-Basic controls |
Term 6 Spreadsheets
-Formatting |
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Year 8 |
Term 1 Scratch*
-Basic controls *this will change for the current year 7 when they move into year 8. |
Term 2 Photoshop -cropping, rotating – Masks – Image effects – Layers Selection |
Term 3 Flash animation – Layers – Tweens -Text, – sound |
Term 4 Databases
-Fields, rows, columns |
Term 5 Web design
-Research techniques |
Term 6 Business Enterprise
Business project |
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Year 9 |
Term 1 and 2 Mobile Technologies
Investigations into mobile technology |
Term 3 Online Commerce
Click vs brick |
Term 4 Networks
Home networks |
Term5 Business Documents
Word advanced skills |
Term 6 Internet and Security
Hacking |
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KS3 Resources |
Teach-ICT.com www.bbc.co.uk/bitesize |
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KS4 Exam Board and spec |
Year 10 Peason CiDA Certificate in Digital Applications https://qualifications.pearson.com/en/qualifications/digital-applications-cida-dida/cida-2012.html Students complete 2 units of study: Unit 1 – Developing Web Products. This is a practical exam unit based on web technologies where students have a series of practical tasks to complete on a given scenario. Unit 3 – Artwork and Imaging. This is an assignment based unit giving the learner the skills to design and create their own digital imagery.
Year 11 OCR Cambridge Nationals in ICT http://www.ocr.org.uk/Images/82572-specification.pdf Students complete 4 units of study: Unit 1: Understanding computer systems – Examination Unit Unit 2: Using ICT to create business solutions – Core assignment based unit Unit 3: Handling data in spreadsheets – Assignment based unit Unit 5: Creating an interactive product using multimedia components. |
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KS4 Resources
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Year 10 Aho K, Dharkar, A and Miller G – Digital Design Curriculum Guide (Course Technology, 2003) ISBN: 9780619055165 Burden K, Kuechel T Smith A – Edexcel DiDA: Multimedia (Longman, 2005) ISBN: 978184690110 2 Chapman N and J – Digital Multimedia (John Wiley & Sons, 2004) ISBN: 9780470858905
Clip art
Creative Commons – www.creativecommons.org.uk
Graphic design Year 11 OCR Cambridge Nationals in ICT Student Book Paperback – 28 Sep 2012 ISBN: 978-1444176537
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| Department | Geography | ||
| Head of Department | Miss C Deacon | ||
| Teachers | Miss L Reeve, Miss C Deacon, Mr C Davies | ||
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Curriculum |
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| Year 7 | Asia and Africa This is an exciting opportunity to explore the hidden wonders of two of the biggest continents. | Europe and Antarctica
This is an ongoing investigation into the physical and human environments across two divers plains |
The Americas
An in depth focus study of key geographical features across North and South America, using geographical skills. |
| Year 8 | Coasts
This is a local study of the ever changing coastal morphology and landforms. |
Weather and Climate
A global investigation into the day to day changes within the atmosphere leading to global climatic changes, introducing weather hazards and their impacts. |
UK map skills
An depth look at the Uk enhancing geographical knowledge and understanding of the surrounding environment through developing skills |
| Year 9 | Development
This is a dynamic study into the growing world around us, with a focus on the new indicators of development, |
Case study Development
This is an extension of develop with a focused study comparing a high income country to a low income country |
Changing Cities
This is a new topic this year due to the introduction into the GCSE, this allows students the chance to explore, population, settlements and urbanisation. |
| KS4 Exam Board and spec | Year 11 Edexcel Geography A GCSE
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-a-2016.html Year 10 AQA Geography GCSE http://www.aqa.org.uk/subjects/geography/gcse/geography-8035 |
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| KS3 Resources | http://www.bbc.co.uk/education/subjects/zrw76sg
http://www.educationquizzes.com/ks3/geography/ http://www.worldometers.info/world-population/ Along with in lesson resources such as starter word searches, solo, paired and group activities, map work, problem solving including maths and literacy skills |
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http://www.bbc.co.uk/schools/gcsebitesize/geography/
Along with the textbooks, in class resources including maths and literacy skills. |
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General
Khan Academy
An excellent resource for all subjects
BBC BiteSize
GCSE and KS3 resources for most subjects
Coursea
Lots of free courses and links to museums etc
TedEd
Lots of videos on a wide variety of topics
Apps
List of Apps for students
Please see department webpages for subject apps and links.
Yesterday our year 12s had their induction for their IB History course. We took them to Hever Castle to investigate and research the importance of Hever throughout history and how it has been preserved.
The students had a tour around the castle and grounds and completed investigation packs for their notes.
The students were excellent and demonstrated the very best of STRIVE asking probing questions to experts at the castle.
Welcome to History at Sixth form Year 12 – See you in September!
All this week, our fantastic Sixth Formers have been engaging in a variety of exciting work experience placements. The students have all been excellent ambassadors for the school, and have received universal praise from their placements. Well done Sixth form!
Last week, twenty Year 11 Hartsdown students were given the amazing opportunity to take part in an intensive STEM camp sponsored by Goldman Sachs. From Monday to Wednesday the students experienced interactive, practical-based workshops in Biology, Chemistry and Physics run by specialist teachers. On Thursday the students took part in an ‘Aspiration Day’ aimed at engaging with Goldman Sachs and other role models from industry to contextualize the science subject matter, while providing confidence and employability skills support.
In addition to this, students now have the opportunity to participate in further mentoring in Science run by Brightside Mentoring. This scheme will enable students to have direct access to the support and mentoring of a STEM Ambassador over a 6-week period in which the mentor and mentee will discuss topics such as revision techniques and inspiring STEM careers.
One student (Tyla) who took part said:
“It was really helpful to have in depth subject specific days – separated into biology, physics and chemistry. You were able to focus fully on one subject area. The chemistry sessions were very engaging and active – the experiments were hands-on and it was really valuable to be able to participate in them. The sessions were detailed and explained complex ideas in a way that made them really easy to understand. The chemistry tutor delivered the workshops with an inspiring energy that made me feel like I could achieve much more than I previously thought I was capable of.”
Information for students and parents about IB post-results services available through
IB schools for the May 2021 session.
At the IB we understand the disruption to students’ lives that the COVID-19 pandemic has caused, including disruption to their learning. Every year the IB works to ensure that assessments deliver valid, fair and reliable results for our students across the world but this year we will be paying special attention to consider the impact of the pandemic. Therefore, regardless of whether students have been able to take examinations or not, we expect results to be a fair reflection of their work over the past two school years.
Some students may be disappointed by one or more of their results and might want to challenge them. This document describes the services that the IB provides after publication of results on 6
July 2021. These services are only available through your IB school. There is a fee attached to each of these services which enables the IB to contract independent quality assured examiners to complete the work required. For more information on fees for these services please contact your school IB coordinator.
Post-results services for the exam and non-exam routes
The awarding of the overall IB Grade is based on both the coursework element (IA) alongside the predicted grade (PG)
The IAs this year were marked externally by the IB and the details of how to outline request for a remark of this is below.
The Predicted Grades were based on the whole body of work a student produced for a subject. The relevant IB Diploma Programme grade descriptors are used to determine which grade most closely describes the student’s overall body of written, oral and practical work for a subject , rather than highlights of it. Their teachers have scrutinised samples of marked student work and compared characteristics of this work to characteristics detailed in the grade descriptors. In this way, they determine which grade best fits the qualities of each student’s body of work. Their teachers have also collaborated in the process of grade prediction in order to standardise their approach. Details on how to appeal the predicted grade element of the course are below.
Requesting a remark of the IA components of the course
The following services are available:
1. Re-mark of coursework marked by IB examiners (EUR Category 1).
Important: Marks and grades for a subject may go down, up, or stay the same, as a result of a re-mark.
2. Report on re-mark of coursework marked by IB examiners (EUR Category 1 report). This report explains the marks awarded in the re-marking of examination papers and coursework (EUR Category 1).
Important: Specific conditions need to be met for a request for a report on a re-mark.
3. Provision of images of coursework (EUR Category 2).
Important: IB examiners are only required to make such marks and comments on student work that enable them to determine an accurate mark for the work. The marks and comments made by examiners may not provide useful feedback to teachers and students on the qualities of the work.
4. Re-moderation of the sample of internal assessment work for a subject (EUR Category 3). This service is only available for assessments that are marked by the teacher and of which a sample is moderated by an external examiner.
NB: There is a cost associated with all of these routes and requests must be made by the 15th September 2021.
Appealing a Student-Initiated Predicted Grade
A student-initiated predicted grade enquiry service will also be available for students on the non- exam route who believe they have cause to challenge their school-submitted predicted grade. This service is only available in subjects where the predicted grade is used in the calculation of the final grade. As a result of a student-initiated predicted grade enquiry, their final grade for a subject may go up, go down or stay the same.
Grounds for Student-initiated Predicted Grade Enquiry
A student may initiate a predicted grade enquiry if they have cause to believe that:
1. Their teacher or school made an administrative error.
2. Their school did not apply a procedure correctly.
3. Their teacher made an unreasonable exercise of academic judgement in the choice of evidence from which to determine the predicted grade.
4. Their teacher made an unreasonable exercise of academic judgement in determining the predicted grade from the selected evidence.
A reasonable judgement is one that is supported by evidence. An academic judgement will not be deemed unreasonable simply because a student considers that an alternative grade should have been awarded, even if the student puts forward supporting evidence. There may be a difference of opinion without there being an unreasonable exercise of judgement. The IB reviewer will make a judgement whether or not, based on the evidence provided, the school provided predicted grade is a reasonable academic judgement. Where the student’s challenge is upheld, then the student evidence will be taken into account when deciding what the grade should be. In cases where the IB reviewer judges that the evidence provided indicates that the student should receive a lower predicted grade than the teacher provided, the IB will require agreement of a second reviewer before reducing the student’s grade. The outcome will be final. Appeals against the outcome of a student-initiated predicted grade enquiry will not be accepted. The student must provide their
written and recorded consent. A student’s grade could go down, up or remain the same at any stage in the predicted grade enquiry process.
The Student-initiated Predicted Grade Enquiry Process
There are two stages to the May 2021 student-initiated predicted grade enquiry process. The cost for this process is £134 which is payable when a Stage 2 by the IB is requested.
Stage 1: School review
The first stage of the process takes place within the school. If a student does not consider that they have been issued with the correct predicted grade, they can ask their school to check if an administrative or procedural error, or unreasonable academic judgement has been made. As a result of a school review a subject grade could go down, up or stay the same. If an error has occurred, the school should contact the IB with evidence in support of a revised predicted grade.
Stage 2: IB review
In the second stage a student-initiated predicted grade enquiry is escalated to the IB. The enquiry is made by the school on behalf of the student. A predicted grade enquiry should be submitted if the student considers that the school did not follow its procedure properly, the IB has made an administrative error, or the student considers that the predicted grade awarded by the teacher was an unreasonable exercise of academic judgement. The final grade could go down, up or stay the same as a result of an IB review. The school must provide evidence appropriate to the nature of the request.
What evidence needs to be submitted to request an enquiry about academic judgement?
For the first stage of the process, your school should consider your teachers grade/mark book and representative pieces of work which were among those used to determine your predicted grade. If stage 2 review is requested because your school agrees that a change needs to be made to the predicted grade submitted to the IB, or because you do not agree with the outcome of the first stage of the process, your school will need to send the following evidence to the IB:
1. A declaration accepting the terms and conditions;
2. A copy of the teacher’s grade/mark book for the student;
3. Three pieces of work that are representative of the work of the student, that were included in the body of work used in determining the predicted grade for the student and for which marks, or grades appear in the teacher’s grade/mark book;
4. A statement by the school (up to 500 words) of the outcome of the first stage of the enquiry;
5. A statement by the student (up to 500 words) to explain the enquiry.
What are the possible outcomes of a predicted enquiry request?
As a result of a student initiated predicted grade enquiry, your results can go up, down or stay the same (this is also the case for Enquiry Upon Results services). Teachers considered your body of work and followed guidance provided to schools by the IB when determining your predicted grades. This year, schools were also given advice and guidance from the IB in the distribution of predicted grades for May 2021 to help guide and improve consistency of school submitted predicted grades. Therefore, academic judgement will not be deemed to be unreasonable simply because a student considers that an alternative grade should have been awarded. Once the review is complete, the outcome of the enquiry will be shared directly with your school, who will then ensure the decision is communicated to you. Once an outcome has been made it will be considered final and you will not be able to appeal the decision
