Welcome to the weekly Newsletter for parents and carers of students attending
John Hanson Community School
Inspire - Care - Succeed
‘HEAD’ Lines
Banning Mobile Phones
in schools
Dear Parents/Carers
This week the Department for Education (DfE) have published guidance to all schools with the expectation that they ban the use of mobile phones by students in schools throughout the school day.
The basis for their guidance and expectation is that every school has a duty to create an environment that is calm, safe and free from distraction so all students, whatever their background, can learn and thrive.
Mobile phones risk unnecessary distraction, disruption and diversion. One in three secondary school students in schools where phones are currently not banned report that mobile phones are used in most lessons without permission. This not only distracts the single student using the phone, but disrupts the lesson for a whole class, and diverts teachers’ efforts away from learning.
We owe it to our students, your children, to do what we can to remove distractions and enable them to be fully present and engaged in the classroom. We also owe it to your children to do what we can to support them to be safe at school. By removing mobile phones from the school day, we can create a safe space where students are protected from the risks and dangers associated with social media and cyber-bullying, as well as the peer pressure and possible stigma associated with owning what are often expensive devices.
Three in ten students nationally cite making and maintaining friendships and their mental health as a cause of worry, anxiety or depression. By removing mobile phones, children and young people can spend more time staying active and socialising face to face with their peers, activities which have a positive impact on wellbeing.
Without their mobile phone at school, students have the headspace and calm to focus on their lessons.
You will be more than aware that John Hanson is ‘ahead of the curve’ in regard to this issue with the introduction of the phone pouches in September 2023. I am pleased that all the reasons for which we decided to introduce the phone pouches are now being recognised on a national basis.
Thank you for your continued support for the school’s stance on student mobile phone use. It really has made a difference to the environment in which your children learn and my staff teach.
Enjoy the weekend with your children.
Regards
Russell Stevens
Headteacher
Silver level Rail Safety Friendly school
For the work we have done in assemblies and on PSHE days, we are a Silver level Rail Safety Friendly school.Parents can find out more about this on https://switchedonrailsafety.co.uk/.
The Rail Safe Friendly team have asked us to share the following age appropriate25 minute safety video for parents to watch with their child at home.. Over 20 million students, parents and teachers from across the UK have already watched these videos which has led to a significant decrease in the number of fatalities and injuries in their area through watching the safety videos.
NEW Secondary school version: Age 11-16
John Hanson Community School PSHE Day 4: 21st February 2024
Our fourth PSHE day of the year, and a jam-packed one in true John Hanson style! Our students were given multiple opportunities to learn about tolerance for both themselves and others, skills for their future endeavours, the world and environment around them, difficult and topical issues, and preparing for their lives ahead.
Year 7: A packed day themed around the country of India, exploring the diverse culture of the nation
Tutor session on Introduction to India
To begin their day of cultural exploration, year 7 spent some time watching an informative video clip about India. Along with facts, figures, landmarks and maps, this session promoted student curiosity to ask questions and seek answers which wonderfully exhibited their passion for knowledge.
Henna
In this session we learnt about the traditions surrounding Henna designs. Mehndi and henna are two synonymous terms only each word originated from a different language. “Mehndi” is the Indian word for “henna,” and “henna” is the Arabic word for “mehndi.” Henna can either be a flowering plant, a tattoo ink made from the henna plant, or simply a tattoo made with the dye from the henna plant. Mehndi in Indian tradition is typically applied during Hindu weddings and festivals. Students looked at examples of Henna Designs, its application, and practiced their own designs using a hand template.
Holi creative writing
In this session, Year 7 learnt about Holi, and wrote their own descriptions of the event using the vivid colour of the festival. They then decorated their pieces to capture the spirit and celebrations of Holi - using giant coloured chalks!
Languages
Year 7 explored the vast linguistic diversity in India, looking at why there are more than 1,500 languages in the country and finding out about some of the languages spoken by the most inhabitants. We used India as a case study to understand how languages evolve, and how cultural differences can make translation between languages a tricky puzzle.
Indian Cookery
Students in Year 7 have been introduced to Indian cuisine, understanding how religion, culture and traditions have influenced cooking styles that differ in both Northern and Southern India. Students also discussed similarities and differences in traditional Indian recipes to the Indian style recipes that we often cook in the UK. Students cooked vegetable biryani and naan bread filling the school corridors with fragrances of traditional Indian spices - a total taste sensation!
Indian Music
Year 7 discovered all about the sounds of Indian Music and experimented with RAGAS – a type of Indian music scale. They composed their own Raga and performed it with a backing drone, using Garageband on the Mac computers to help them create their music.
Indian Dance
The year 7s took part in an Indian Dance workshop. They learnt about the various styles of Indian Dance and got to try some Bollywood moves which were then put together in a short dance. The classes all performed this together.
Year 8: A day of topical and sometimes hard-hitting subjects that explore society, acceptance and ourselves
Tutor session on Internet safety
In their first session of the day, year 8 began to establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media. They learnt of the importance of the way people present themselves online can have positive and negative impacts on them. This led to discussions on how to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them, and how to respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms.
What is Cancer?
This session looked at the most common cancers, treatments and success rates; the importance of checking for cancer; and the vaccinations available (e.g. HPV). Similarly, we looked at the bereavement of cancer and how to support loved ones and ourselves.
County Lines
Considering our proximity to the Capital, students worked on understand what County Lines is and the impact it can have on the individuals, family and community around them. Discussions centred around how young people are so easily groomed by gangs to become involved in County Lines and how this method of exploitation makes it difficult to escape. Students were educated on how it works and where you can get help if you or someone you know is involved.
Sexual Harassment
Students were introduced to what the legal definition of sexual harassment is in the session. The students also then learnt who can they tell and what they can do if they see or experience sexual harassment. Finally, through some collaborative groupwork they talked through what they would do in a real-life scenario.
Diversity at John Hanson
This session sought to educate and celebrate an area of human diversity that can have a real stigma attached when not understood - dyslexia, dyspraxia, ADHD and ASD. A selection of videos made by people who live with dyslexia, dyspraxia, ADHD and ASD were used to explore this topic and widen our students’ understanding of the lives of others.
We visited the idea of diversity and exploring ways in which our society and school community is diverse, focusing on neurodiversity and the different ways many people process and understand the world. We learnt to empathise with these diverse experiences and reminded ourselves how important it is to respect these differences.
Anti-Semitism
This session focussed on looking at discrimination, in particular discrimination against people because of their religion. We explored attitudes towards Jewish people, including anti-Semitism. We looked at the Holocaust and discussed the impact that it still has today. We also explored attitudes to Muslims and Islamophobia. We challenged negative stereotypes and understanding why these can be harmful.
Unifrog launch
This session involved year 8 being introduced to careers and what their career journey is going to look like over the next 4 years. Students spent the session logging into their Unifrog account, taking personality quizzes and searching current job roles in the career job library. Students will build their career journey using the Unifrog platform over the next few years.
Year 9: A collection of sessions to get students thinking about their futures and what issues they need to be mindful of
Tutor session on Sexual Orientation and Discrimination
To begin their day, year 9 started by discussing rights with regard to sexual orientation and discrimination. They clarified the law surrounding sexual orientation and discrimination, and learnt about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation. Condom demonstrations
This session was all about teaching our year 9 students the importance of practicing safe sex as well as considering healthy relationships and consent. Each student had the opportunity to use a condom correctly on a demonstrator and was allowed to ask questions in a safe environment.
Digital Detox and walk
The students were thinking hard in their learning about their own digital usage through a series of discussions and different tasks. They were looking into what benefits there are to 'switching off' and took part in activities that do not involve a screen! To end the session, students were encouraged to get some fresh air.
What is Pornography?
During the Introduction to Pornography session, students found out about the facts of pornography and worked hard to dispel some of the negative ideas that pornography perpetuates. This sensitively delivered session introduced the students to the negative impact of pornography and how to confidently handle social situations.
Life Skills
In this session, year 9 students focused on the life skills related to THINKING & PROCESSING: Critical thinking; Creative thinking; Problem Solving and Decision making. During the session they were given four ‘everyday’ tasks to complete using these skills, alongside collaborative team work.
After the session we hope they should be able to do the following for you all at home: change a duvet cover, change a light bulb, stack the dishwasher so all fits and all is cleaned, and pack a suitcase so all fits and all remains un-creased.
Online Blackmail
Year 9 spent a session of PSHE day analysing articles and a video produced by Europol (The European Union Agency for Law Enforcement) about online blackmail and online sexual coercion. They explored terms such as ‘catfishing’ as well as learnt the different ways they can keep themselves safe online, how to identify potential threats/risks and importantly report these criminal offences.
Self-care
Students focused on looking after their own mindset and the tools we can use to do this successfully. They considered their own stress levels and how they could manage their own stress in positive and accessible ways. Students learn that stress is both natural and can sometimes be a positive thing that shows we care. The main objective for this session was for students to recognise when things become too much and stress we feel gets unmanageable – how they can help themselves with a discussion of stress busting tips!
Year 10: A range of challenging issues and themes to promote wellbeing and maturity surrounding their futures, and how they can safeguard themselves
Tutor session on LinkedIn: During tutor this morning students were introduced to LinkedIn and how it could be used. Students looked at the benefits of LinkedIn and what it means to have a professional profile.
Cancer Checking Testicular checking:
Students learnt what testicular cancer was and went through the signs and symptoms. They explored possible risk factors and were taught how to perform a testicular examination and what to do if there was a problem. Breast checking:
Students learnt what breast cancer was, and specifically went through signs, symptoms and the importance of checking yourself. After looking at facts, statistics and terminology, the main objective for this session was to have the students feeling confident in being able to notice changes in themselves and how to act on them.
The impact of pornography
This session discussed what does and what doesn’t constitute a healthy relationship, and then moved on to talk about how pornography can negatively affect a relationship. Along the way, we looked at legislation around pornography and minors, tackled the issue of revenge porn and rounded it off by dispelling some common misconceptions introduced by things seen in pornography.
HIV and AIDS
In this session, we worked on clarifying the facts about what HIV and AIDS are and modern-day methods of prevention and treatment, so that students understood that this is not the death sentence it was once seen as. We also explored how HIV and AIDS have, historically, provoked a lot of prejudice towards members of the gay community.
Sexual Harassment
Year 10 spent this session reviewing what sexual harassment means from a legal perspective, as well as considering the impact of sexual harassment on people. We discussed how we can keep safe and how to report sexual harassment. The lesson is designed around a specially written drama in three parts, it tells the story of a professional relationship between a man and woman at work, which involves an accusation of sexual harassment and an employment tribunal hearing. Each film is accompanied by a separate discussion piece hosted by journalist and presenter Ben Zand, and brings together 20 people aged 18 to 30 to examine how they understand the rules of behaviour in the workplace. Watching this drama and the discussion allowed the Year 10s to have their own discussion to help understand this very complex but important issue.
SUN: Boost your study skills
Year 10 were entreated to ruminate upon their own preferred styles of revision and memory recall beginning with a self-reflection exercise to self-assess their current productivity outside of the classroom. After this they explored the concept of cognitive load and how to best process active revision, as well as how best to avoid distractions and other barriers to quality revision time. Students then practised a memory palace technique for revision before their final activity; a timetable for revision fully factoring in their other obligations, also giving careful consideration of the need to prioritise tasks through contemplation of both importance and potential time constraints.
Unifrog launch
This session involved year 10 using Unifrog account to search current job roles in the career job library. Students in year 10 have already begun to build their career journey using the Unifrog platform for their Work Experience placements and will continue to do so over the next year.
Year 11: A range of challenging issues to promote wellbeing and maturity surrounding their futures, and how they can safeguard themselves
Tutor session on Unwanted pregnancies
Students started their day with a challenging topic, considering different reactions and choices to unplanned pregnancies. Students discussed emotions that would surface, the options that are available and identified where accurate, impartial advice and support is offered for someone in a situation of an unplanned pregnancy.
Stacey Miller – dealing with stress and the benefits of gratitude
The session with Stacey Miller looked at stress and the physical and emotional signs/symptoms of stress. With upcoming PPEs and GCSEs, Stacey was able to suggest positive coping strategies to support the Year 11 students but also discussed the importance of having some stress in their life to maintain productivity. She also talked about the benefits of practising daily gratitude to shift to a positive mindset.
Chatter
Students discussed the characteristics of mental and emotional health in order to develop empathy and understanding about how daily actions can affect people’s mental health, specifically their own. They were introduced to a broad range of strategies — both cognitive (self-talk), and the practical creation of ‘grounding’ bracelet making — for promoting their own emotional wellbeing, for avoiding negative thinking, and for ways of managing mental health concerns specifically in the final leg of their John Hanson journey towards their final exams.
Cults
Year 11 students examined the history of the term "cult". When do different groups of people develop into cults, what are the warning signs to look out for and students will be examining the psyche behind different cult organisations. The session’s objective was to fix any misconceptions students may have, alongside preparing them for the strategies organisations use to attract people.
Negative relationships
In this session, Year 11 actively discussed negative relationships. We spent time identifying and clarifying peer-on-peer abuse, sexual harassment and victim blaming. We also discussed the features of positive relationships.
Sexuality
Today the students worked to recognise the difference between 'Gender' and identified 'Sex,' understand how a person's gender identity reflects on them and how we can be an ally to all, regardless of how they identify. The objective of this session was to understand the difference between biological sex and identified gender whilst also broadening understanding of how people may identify.
Anti-Racism and Tolerance
Our discussions focused around the following ideas: ‘In a racist society, it is not enough to be non-racist. We must be anti-racist. ’‘White supremacy will subside when we can no longer label our fellow humans as any OTHER group. When that happens, we will simply appreciate the beauty of another human being.’’ We went on to watch Baratunde Thurston’s Ted Talk where he explores the phenomenon of white Americans calling the police on black Americans who have committed the crimes of ... eating, walking or generally "living while black." In this profound, thought-provoking and often hilarious talk, he reveals the power of language to change stories of trauma into stories of healing - while challenging us all to level up.
We look forward to celebrating World Book Day on Thursday 7th March with lots of activities planned for that week. The charity’s mission is to change lives through a love of books and reading. We too recognise the importance of reading as a vital life skill, as well as the importance of reading for enjoyment.
All activities are optional but we would love to see as many students getting involved as possible. All of the information has been sent by ParentMail and will be shared in assemblies, but here is a summary of some of the things we’ll be doing:
Great “Bookish” Bake Off - Monday 4th (Details in poster below)
Hidden in Plain Sight / Dressing up (optional) - Thursday 7th March:On World Book Day, students are invited to find a way of representing their favourite book that is challenging to spot. This could be a small prop, a pin badge, carrying a small clue around for the day etc. Alternatively, they can fully dress up for the day; the theme is book character villains.
Book Emoji Competition - All week: Work out the book title from the Emojis to be in with a chance of winning a £10 WHSmith voucher and other small prizes.
Masked Reader - All week: Will they be able to identify the hidden member of staff behind each book? A chosen winner will receive a £10 WHSmith voucher.
£1 Book Token: To support with promoting reading for pleasure, the charity is offering every child and young person the chance to choose and have a book of their own. We have some vouchers in school that pupils can collect to use in store to claim their £1 book, or a digital version can be downloaded (which can either be printed off or scanned in participating stores). The link to the online voucher can be found here:
The Importance of Promoting Cultural Celebrations at JHCS!
In a world where diversity is not just a buzzword but a reality, promoting cultural celebrations has become increasingly vital. These celebrations are not merely about festivity; they serve as bridges that connect people from different backgrounds, fostering understanding, respect, and unity. From vibrant festivals to solemn observances, cultural celebrations play a crucial role in preserving heritage, promoting inclusion, and enriching societies worldwide.
At JHCS promoting cultural celebrations is not just a matter of preserving traditions; it's about embracing diversity, fostering inclusion, and building bridges of understanding and respect amongst students and the community. These celebrations serve as anchors that ground us in our shared humanity, we enrich our societies, empower our communities, and pave the way for a more harmonious and interconnected world.
So let's come together, celebrate our differences, and create a future where every culture is valued, respected, and cherished. Let’s promote cross-cultural exchange, lets learn from one another, lets broaden our horizons and build networks of solidarity and friendship that transcend borders.
Here are several significant cultural celebrations around taking place around the world throughout February.
I just wanted to reach out to see if you had given much thought to introducing the young people at John Hanson Community School to Kooth: a free, anonymous service that offers one-to-one text-based counselling for young people.
Safeguarding is always our absolute top priority. Which is why all of the content and every single comment on our platform is fully moderated by trained professionals before being published. In addition, no-one on Kooth can send private messages to anyone else on Kooth - and every conversation that happens through forums is moderated to ensure safety.
All of the therapeutic content we create and all articles submitted by children and young people is also age-gated so that only the most relevant and appropriate content is available to each individual.
Kooth has a team of professional practitioners available to offer 1:1 text-chat support. We’re open 7 days a week until 10pm and are accredited by the British Association for Counselling & Psychotherapy.
We also offer assemblies, in which we can come to your school and explore the topic of mental health with your students, discussing the importance of wellbeing, and signposting the support that is available to them.
I’m sure you’re very busy, so here’s a quick run-down of what teachers and young people think of Kooth:
96% of the young people who use Kooth would recommend us to a friend.
96% of young people told us it was “really important” they could access Kooth after school.
81% of the professionals (teachers, GPs, and mental health professionals) we consulted in recent research told us they’d be “very concerned” if Kooth was no longer available to young people.
Over one million young people have already found support on Kooth – and we’d like the students of John Hanson Community School to join them.
We’re here to help you support your students' mental wellbeing inside and outside of school:
At John Hanson Community School we are committed to providing equality of opportunity for all students and staff, and to providing a working environment free from discrimination, prejudice and harassment.
We encourage respect and consideration for others, and recognise and value the school as a safe place for learning. The staff at John Hanson recognise that inequalities exist in all levels of society and believe, that as educators, we have a crucial role to play in eliminating all forms of discrimination, in particular against anyone with any of the protected characteristic. We promote equality by dealing with bullying and incidents of discrimination immediately and by educating the young people in our care through assemblies, tutor time, PSHE day sessions and group work where appropriate.
This is part of our responsibility in preparing our students for life after school.
Important EDI events over the next week:
Aromantic spectrum awareness weak. 1st Zero Discrimination Day, 2nd March WBD.
Words you might not know:
Aromantic: A person who does not experience romantic attraction. Some aromantic people experience sexual attraction, while others do not. Aromantic people who experience sexual attraction or occasional romantic attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their attraction.
Asexual: A person who does not experience sexual attraction. Some asexual people experience romantic attraction, while others do not. Asexual people who experience romantic attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their romantic attraction.
It is when the world comes together on the 8th of March to celebrate women's achievements and reinforce a commitment to women's equality The DEI team will be producing one of these every term for you and your parents to read through – if you have any ideas for content please see Mrs Curtis, Mrs Ferris or Mrs Grinstead.
Please encourage your son/daughter to use their SCHOOL EMAIL for work rather than their own private email. This is important for safeguarding and also some of our messages for students are being sent to school email addresses.
Think you know – Activity Packs relating to online safety Who’s watching yours? – 17% increase in children livestreaming since lockdown (Advice to help parents/carers minimise risk to children online) Mental health – How to look after your family’s mental health when stuck indoors Houseparty – Everything you need to know.
John Hanson Computing Department
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