1

T H E A C A D E M Y - S PA C E T O L E A R N . . . . . T O B R E AT H E . . . T O P L AY. . . . . T O D R E A M

PickhurstLIFEW i t h c o m p l i m e n t s o f P i c k h u r s t J u n i o r A c a d e m y

WALKING IN THE WINTER WONDERLANDForest School at Christmas

CHRISTMAS AROUND THE WORLDChristmas traditions around the world

RELIGIOUS EDUCATIONExamining the wider context of RE

THE INTERNATIONAL PRIMARY CURRICULUMWhat is it exactly?

SOCIAL MEDIATeaching kids to be smart about social media

I s s u e T H R E E

PICKHURST JUNIOR ACADEMY - WHERE EVERY CHILD COUNTS

PICKHURST

J U N I O R A C A D E M Y

0 3

E D I T O R S F O R E W O R D

London Interiors and Maintenance Ltd believe building design can only be realised through capable craftsmanship and experienced management.

We set out with the goal of achieving our clients’ unqiue vision

in every project undertaken. By focusing on this goal we have an

unrivalled reputation in the market. All our projects are co-ordinated

by one of our Directors, ensuring delivery on time to budget and

to the highest standard. We build long term relationships with our

clients due to the high quality and efficient services we provide.

These relationships have been the cornerstone to our success.

www.londoninteriorsandmaintenance.co.ukinfo@londoninteriorsandmaintenance.co.uk

0 4

CONTENTS MERRY CHRISTMAS STUDENTS FROM ALL TEACHERS AND STAFF AT PICKHURST JUNIOR ACADEMY

CAN YOU GUESS WHO THE SECRET SANTAS ARE? FIND OUT IN THE NEXT ISSUE OF PICKHURST LIFE

Editor’s Foreword 7

Executive Principal Foreword 9

Christmas special section 10

New Year’s Resolutions 22

THE ACADEMY 24

International primary curriculum 26

Sibling rivalry 30

IS GEOGRAPHY REALLY THAT IMPORTANT? 34

RELIGIOUS EDUCATION 36

TEACHING KIDS TO BE SMART ABOUt Social Media 40

Walking in the winter wonderland 42

Furnishing interiors 44

PRIME TIME 48

Mr Nourish column 50

PUBLISHED BY PICKHURST JUNIOR ACADEMY Pickhurst Junior Academy, Pickhurst Lane, West Wickham, Kent, BR4 0HLTel: 0208 462 5867 | Fax: 0208 462 9394 | office@pickhurst.com | www.pickhurst.com

Enquiry Addresses

Advertising: andycce2@aol.com | 07778 046 484

Editorial: editorial@pickhurst.comCopyright© 2015 - All Rights Reserved - Pickhurst Junior AcademyReproduction without permission is prohibited. The articles appearing within this publication reflect the opinion of their respective authors and not necessarily those of the publisher. The content of advertisements and advertorials are entirely the responsibility of advertisers.

No responsibility is taken for unsolicited submissions and manuscripts.

Publisher: Pickhurst Junior Academy

Editor: Andrew Fletcher

Design & Print: Colourset

Special contributors: Matt Rampton, David Clancy, Robert Jasper

Special thanks/contributors: Michael Hughes, Alan Reid, David Marshall, Vera Stevens, Mark Tugwell, Jean Smoothy, Allison Slatter, Staff and pupils Pickhurst Junior Academy.

Proof reading: Special thanks to Elaine Cooper Pickhurst PTA

0 7

E D I T O R ’ S F O R E W O R D

EDITOR’S FOREWORDPickhurst Junior Academy is a special place. Perhaps it’s because the students are happy, safe and truly engaged at a place where they enjoy being at school and where they smile and laugh frequently. Perhaps it’s the teachers who start the day with a welcoming smile, and are there to nurture and support.

Perhaps it’s the myriad of positive relationships between the students, teachers and parents. These relationships are based on respect and trust, and where communication remains open and constructive. Where relationships also have give-and-take, and where each member has certain responsibilities. An environment where new members are frequent and welcome, where opinions count.

Whatever the reasons, the editorial team at Pickhurst Life sincerely thank everyone for your ongoing support over the last few months.

As Christmas approaches let us all remember those less fortunate than ourselves. Some children won’t have a chance to have a merry Christmas because their parents can’t afford to buy presents, or a tree: they can’t even afford to make this special day different from the others. This Christmas, be thankful for what you have, be thankful for your family and enjoy this special time of year.

“Open your heart this Christmas and remember the man whose birthday it is that we celebrate.”

Have a wonderful Christmas and a prosperous and healthy new year.

Enjoy the read.

Andy FletcherAndrew Fletcher - Editor

THROUGH A RANGE OF ACTIVITIES CHILDREN ARE ENCOURAGED TO TAKE RISKS IN A SAFE ENVIRONMENT AND TO DEVELOP SKILLS.

MRS SMOOTHY. THE FOREST SCHOOL LADIES

Cooking Sewing Fashion Design Drama Dance Arts and Crafts Schools Workshops Duke of Edinburgh Awards plus much more

Venue 28, 28 Beckenham Road, Beckenham BR3 4LS facebook.com/SplatterMake

BOOK NOW 020 8658 1634

Children & Adult classes in Beckenham

splattermake.co.uk

Plus Birthday Parties

A4 Advert-V3.indd 1 28/11/2015 10:53

0 9

W E LC O M E F R O M T H E E X E C U T I V E P R I N C I PA L

WELCOME FROM THE EXECUTIVE PRINCIPALAs Executive Principal at Pickhurst Junior Academy it is a real pleasure to welcome everyone to the very first Christmas issue of Pickhurst Life.

The core business of education is about teaching and learning. At Pickhurst Junior Academy we are continually striving to build a strong team of competent and capable teachers and leaders so that our students will benefit in their learning – not just in the academic area, but in all domains (social, moral, physical, emotional and even leadership). Our students must be developed to be the best that they can be. This is where character building comes in. At Pickhurst Junior Academy we believe that when our students are anchored in the right values, all else will fall into place; they will want to choose to do the right things be it from homework to studying, to helping out at home and in the community.

It is said that the two most important jobs in the world are “teachers” and “parents”. This is because we spend the most time with our children, and hence can exert the most influence over their lives and their future. When parents and teachers work together, we are better able to achieve a student-centric, values-driven education that will benefit our children.

Our commitment to students and parents is to grow Pickhurst Junior Academy into an institution of excellence. This is indeed a high calling and one that surely benefits everyone. Parents and stakeholders are welcome to join us on the journey that we are on, – a journey that will prove to be exciting, enriching, inclusive, all-encompassing and most of all, fulfilling. Help us continue to build our dreams for every child, together.

On behalf of all the staff we wish you all a merry Christmas and a happy new year.

Enjoy the read.

Our students must be developed to be the best that they can be. This is where character building comes in.

Matt RamptonMatt Rampton

Executive PrincipalPickhurst Junior Academy.

W E D D I N G SDon’t know your Acacia from your Zinnia? Dont

worry we do!

And we have lots of ideas and top tips to help you on

your wedding day.

Come and have a cuppa and a chat.

F U N E R A L SWe offer a private

consultation service either in your home or at

Branching Out.

We also offer a bespoke ‘create your own’ tribute,

which has been very popular with the little ones

in the family.

E V E R Y D A YWith decades of

combined experience, we have done it all!

We sell single stems to blooming bouquets.

Stop by for a bespoke bouquet or simply pick

up one of our ready-made arrangements.

WE SELL CHRISTMAS TREES AND DELIVER FOR FREE IN THE LOCAL AREA

Merry Christmas and a happy new year

from all of us at Pickhurst Junior Academy

PICKHURST

J U N I O R A C A D E M Y

BRAZIL

Brazilians are a mix of people from many parts of the world, and as a former Portuguese colony, they have many Christmas customs which originate from this heritage.

One tradition is to create a nativity scene or Presépio. The word originates from the Hebrew word “presepium” which means the bed of straw upon which Jesus first slept in Bethlehem. The Presépio is common in north-eastern Brazil (Bahia, Sergipe, Rio Grande do Norte, Paraíba, Maranhão, Ceará, Pernambuco, Piauí and Alagoas).

The Presépio was introduced in the 17th century, in the city of Olinda in the state of Pernambuco by a Franciscan friar named Gaspar de Santo Agostinho. Nowadays presépios are set up in December and displayed in churches, homes and stores.

The people of Northern Brazil, as in Mexico, enjoy a version of the folk play Los Pastores or “The Shepherds.” In the Brazilian version, there are shepherdesses rather than shepherds and a gypsy who attempts to kidnap the Christ Child.

Papai Noel (Father Noel) is the gift-bringer in Brazil. According to legend, he lives in Greenland. When he arrives in Brazil, he usually wears silk clothing due to the summer heat.

A huge Christmas dinner, unusual in the hot summertime, includes turkey, ham, coloured rice, and wonderful vegetable and fruit dishes.

Decorations include fresh flowers picked from the garden. Fireworks go off in the skies over the cites and huge Christmas “trees” of electric lights can be seen against the night skies in major cities such as Brasilia, San Paolo, and Rio de Janeiro.

CHINA

Christians in China celebrate by lighting their houses with beautiful paper lanterns and decorating their Christmas trees, which they call “Trees of Light,” with paper chains, paper flowers, and paper lanterns. Chinese children hang muslin stockings and await a visit from Santa Claus, “Christmas Old Man”.

Since the vast majority of the Chinese people are not Christian, the main winter festival in China is Chinese New Year which takes place toward the end of January. This means they do not follow the same traditions as in Western cultures like sending Christmas cards or going to church. Now officially called the “Spring Festival,” it is a time when children receive new clothing, eat luxurious meals, receive new toys, and enjoy firecracker displays. An important aspect of the New Year celebration is the worship of ancestors. Portraits and paintings of ancestors are brought out and hung in the main room of the home.

FRANCE

Nearly every French home at Christmas time displays a Nativity scene or crèche, which serves as the focus for the Christmas celebration. The crèche is often peopled with little clay figures called santons or “little saints.” An extensive tradition has evolved around these little figures which are made by craftsmen in the south of France throughout the year. In addition to the usual Holy Family, shepherds, and Magi, the craftsmen also produce figures in the form of local dignitaries and characters. The craftsmanship involved in creating the coloured santons is quite astounding and the moulds have been passed from generation to generation since the seventeenth century. Throughout December the figures are sold at annual Christmas fairs in Marseille and Aix.

The Christmas tree has never been particularly popular in France, and though the use of the Yule log has faded, the French make a traditional Yule log-shaped cake called the buche de Nol, which means “Christmas Log.” The cake, among other food in great abundance is served at the grand feast of the season, which is called le rveillon. Le rveillon is a very late supper held after midnight mass on Christmas Eve. The menu for the meal varies according to regional culinary tradition. In Alsace, goose is the main course, in Burgundy it is turkey with chestnuts, and the Parisians feast upon oysters and pat de foie gras.

French children receive gifts from Pere Noel who travels with his stern disciplinarian companion Pre Fouettard. Pre Fouettard reminds Pere Noel of just how each child has behaved during the past year. In some parts of France Pere Noel brings small gifts on St. Nicholas Eve (December 6) and visits again on Christmas. In other places it is le petit Jsus who brings the gifts. Generally adults wait until New Year’s Day to exchange gifts.

1 2

C H R I S T M A S A R O U N D T H E W O R L D C H R I S T M A S A R O U N D T H E W O R L D

AUSTRALIA

For the majority of Australians, Christmas down under has all the glitter, tinsel and razzmatazz of a Christmas in New York, London, Paris or Vancouver. The major difference is one of WEATHER....Christmas down under is never white!

Christmas celebrations are heavily influenced by original Anglo-Celtic influences. The English style of Christmas served as a model for celebrating Christmas, right down to the traditional roast turkey and steamed pudding in over 35 degree heat. It must also be mentioned that with all the glitter, tinsel and razzmatazz, Australians consider Christmas a time for remembering the true meaning of Christmas, a time for remembering the birth of Jesus and the spiritual meaning of Christmas. For many, Christmas will begin with families attending a midnight mass. 70% of Australians are Catholic, Anglican or Lutheran. After the midnight mass, a little sleep is attempted. For many, the children in various households wake up the family at dawn. Gifts are unwrapped and the joy of Christmas begins. For many with relatives and friends overseas, it is a mad scramble to get an early phone call to relatives worldwide.

BETHLEHEM

The little town where Jesus is said to have been born is the site of the Church of the Nativity, which is ablaze with flags and decorations every Christmas. On Christmas Eve natives and visitors alike crowd the church’s doorways and stand on the roof to watch for the dramatic annual procession. Galloping horsemen and police mounted on Arabian horses lead the parade.

They are followed by solitary horseman carrying a cross and sitting astride a coal-black steed. Then come the churchmen and government officials. The procession solemnly enters the doors and places an ancient effigy of the Holy Child in the church. Deep winding stairs lead to a grotto where visitors find a silver star marking the site of the birth of Jesus.

Christian homes in Bethlehem are marked by a cross painted over the door and each home displays a homemade manger scene. A star is set up on a pole in the village square.

SANTA CLAUS

IS C

OMIN

G TO T

OWN

A man coming to a chimney

near you this Christmas! He visits our houses every year to the delight of children everywhere. Father

Christmas has roughly 700,000,000 children to visit

in one night! But just how do

children and their parents celebrate Christmas in other

countries across the globe?

Michael Hughes reports.

More than two billion people celebrate Christmas globally every year, so we’ve put together a guide to some of the unusual ways in which other nationalities mark the occasion. Whether it’s leaving some treats out for Santa and his reindeer or simply decorating the tree, Christmas time is full of family traditions.

1 4

H O W T V E F F E C T Y O U R C H I L D

GERMANY

Holiday Traditions of Germany “Froehliche Weihnachten”

According to legend, on Christmas Eve in Germany rivers turn to wine, animals speak to each other, tree blossoms bear fruit, mountains open up to reveal precious gems, and church bells can be heard ringing from the bottom of the sea. Of course, only the pure in heart can witness this Christmas magic. All others must content themselves with traditional German celebrating, of which there is plenty. As a matter of fact, there is so much celebrating that it has to begin on December 6th, St. Nicholas Day.

As in many European countries, on the eve of Dec. 6th children place a shoe or boot by the fireplace. During the night, St. Nicholas, the patron saint of children, hops from house to house carrying a book of sins in which all of the misdeeds of the children are written. If they have been good, he fills the shoe or boot with delicious holiday edibles. If they have not been good, their shoe is filled with twigs.

December 21st, supposedly the shortest day (longest night) of the year, is dubbed St. Thomas Day. In parts of the Sauerland, whoever wakes up late or arrives late to work on that day is issued the title “Thomas Donkey.” They are given a cardboard donkey and are the subject of numerous jokes throughout the day. But this gentle abuse ends deliciously with round, iced currant buns called “Thomasplitzchen.”

This is all preliminary to the excitement of Christmas Eve. Prior to the evening feast, is the presentation of the tree. The Christmas tree, as we know it, originated in Germany. It has a mysterious magic for the young because they are not allowed to see it until Christmas Eve. While the children are occupied with another room (usually by Father) Mother brings out the Christmas tree and decorates it with apples, candy, nuts, cookies, cars, trains, angels, tinsel, family treasures and candles or lights. The presents are placed under the tree. Somewhere, close to the bright display are laid brilliantly decorated plates for each family member, loaded with fruits, nuts, marzipan, chocolate and biscuits. When all is ready a bell is rung as a signal for the children to enter this Christmas fantasy room. Carols are sung, sometimes sparklers are lit, the Christmas story is read and gifts are opened.

Christmas Day brings with it a banquet of plump roast goose, “Christstollen” (long loaves of bread bursting with nuts, raisins, citron and dried fruit), “Lebkuchen” (spice bars), marzipan, and “Dresden Stollen” ( a moist, heavy bread filled with fruit).

OF SPECIAL NOTE

The custom of trimming and lighting a Christmas tree had its origin in pre-Christian Germany, the tree symbolizing the Garden of Eden. It was called the “Paradise Baum,” or tree of Paradise. Gradually, the custom of decorating the tree with cookies, fruit and eventually candles evolved. Other countries soon adapted the custom. Charles Dickens called it “The Pretty German Toy.”

ITALY

The popularity of the Nativity scene, one of the most beloved and enduring symbols of the holiday season, originated in Italy. St. Francis of Assisi asked a man named Giovanni Vellita of the village of Greccio to create a manger scene. St. Francis performed mass in front of this early Nativity scene, which inspired awe and devotion in all who saw it. The creation of the figures or pastori became an entire genre of folk art.

In Rome, a cannon is fired from Castel St. Angelo on Christmas Eve to announce the beginning of the holiday season. A 24-hour fast ends with an elaborate Christmas feast. Small presents are drawn from the Urn of Fate.

The main exchange of gifts takes place on January 6, the feast of the Epiphany, the celebration in remembrance of the Magi’s visit to the Christ Child. Children anxiously await a visit from La Befana who brings gifts for the good and punishment for the bad. According to legend, the three wise men stopped during their journey and asked an old woman for food and shelter. She refused them and they continued on their way. Within a few hours the woman had a change of heart but the Magi were long gone. La Befana, which means Epiphany, still wonders the earth searching for the Christ Child. She is depicted in various ways: as a fairy queen, a crone, or a witch.

SPAIN

Christmas is a deeply religious holiday in Spain. The country’s patron saint is the Virgin Mary and the Christmas season officially begins December 8, the feast of the Immaculate Conception. It is celebrated each year in front of the great Gothic cathedral in Seville with a ceremony called los Seises or the “dance of six.” Oddly, the elaborate ritual dance is now performed by not six but ten elaborately costumed boys. It is a series of precise movements and gestures and is said to be quite moving and beautiful.

Christmas Eve is known as Nochebuena or “the Good Night.” It is a time for family members to gather together to rejoice and feast around the Nativity scenes that are present in nearly every home. A traditional Christmas treat is turron, a kind of almond candy.

December 28 is the feast of the Holy Innocents. Young boys of a town or village light bonfires and one of them acts as the mayor who orders townspeople to perform civic chores such as sweeping the streets. Refusal to comply, results in fines which are used to pay for the celebration.

As in many European countries, the children of Spain receive gifts on the feast of the Epiphany. The Magi are particularly revered in Spain. It is believed that they travel through the countryside re-enacting their journey to Bethlehem every year at this time. Children leave their shoes on the windowsills and fill them with straw, carrots, and barley for the horses of the Wise Men. Their favourite is Balthazar who rides a donkey and is the one believed to leave the gifts.

MEXICO

Several weeks before Christmas, elaborately decorated market stalls or puestos are set up in the plazas of every town and city. Some people travel for days from remote areas to get to these markets. The puestos offer crafts of every conceivable kind, foods such as cheese, bananas, nuts, and cookies, and flowers such as orchids and poinsettias.

The poinsettia is native to Mexico and is believed to have first been used in connection with Christmas in the 17th century when Mexican Franciscans included the flowers in their Christmas celebration. There is a legend connected with the flower. A little boy named Pablo was walking to the church in his village to visit the Nativity scene, when he realized he had nothing to offer the Christ Child. He saw some green branches growing along the roadside and gathered them up. Other children scoffed, but when he laid them by the manger, a brilliant red star-shaped flower appeared on each branch.

The main Christmas celebration in Mexico is called las posadas, which refers to processions re-enacting Joseph and Mary’s search for a place to stay in Bethlehem. The processions begin nine days before Christmas because the original journey from Nazareth to Bethlehem took nine days. Friends and family members divide themselves into two groups - pilgrims and innkeepers. The pilgrims travel from house to house asking for a shelter and are refused at each until they finally reach the house where an alter and Nativity scene have been set up. Here the pilgrims are admitted with great rejoicing, a traditional prayer is spoken, and the party begins. Food and drink are served and then children take turns trying to break open the pinata.

RUSSIA

St. Nicholas is especially popular in Russia. The legend is that the 11th-century Prince Vladimir travelled to Constantinople to be baptized, and returned with stories of miracles performed by St. Nicholas of Myra. Since then many Eastern Orthodox Churches have been named for the saint, and to this day, Nicholas is one of the most common names for Russian boys. The feast of St. Nicholas (December 6) was observed for many centuries, but after the communist revolution, the celebration of the feast was suppressed. During the communist years St. Nicholas was transformed into Grandfather Frost.

Other religious traditions were suppressed during the communist era. Before the revolution, a figure called Babouschka would bring gifts for the children. Like Italy’s La Befana, the story is that Babouschka failed to give food and shelter to the three wise men during their journey to visit the Christ Child. According to tradition, she still roams the countryside searching for the Christ Child and visiting the homes of children during the Christmas season. Babouschka never completely disappeared, and now in the post-communist era, has returned openly. Christmas trees were also banned by the communist regime, but people continued to trim their “New Year’s” trees.

Most Christian Russians belong to the Eastern Orthodox Church, and it is customary to fast until after the first church service on Christmas Eve. Christmas Eve dinner is meatless but festive. The most important ingredient is a special porridge called kutya. It is made of wheat berries or other grains which symbolize hope and immortality, and honey and poppy seeds which ensure happiness, success, and untroubled rest. A ceremony involving the blessing of the home is frequently observed. A priest visits the home accompanied by boys carrying vessels of holy water, and a little water is sprinkled in each room. The kutya is eaten from a common dish to symbolize unity.

MORE THAN TWO BILLION PEOPLE CELEBRATE CHRISTMAS GLOBALLY EVERY YEAR.

C H R I S T M A S A R O U N D T H E W O R L D C H R I S T M A S A R O U N D T H E W O R L D

Are you thinking of spending Christmas in London? There are plenty of things to do at Christmas in London. Find out all you need to know about the festive season in the capital from our friends at Visit London. www.visitlondon.com your official city guide to London. Plan your trip, from top attractions to travel information.

LONDON BRIDGE CITY CHRISTMAS MARKET

Until 3 January 2016

WINTER AT SOUTHBANK CENTRE

Until 3 January 2016

WINTERVILLE AT VICTORIA PARK 2015

Until 23 December 2015

CHRISTMAS MARKETS AND CHRISTMAS SHOPPING IN LONDONLondon’s Christmas markets are great places to find beautiful and unique gifts, from jewellery and crafts, to fashion and toys. At some Christmas markets you can also hear carol singing, go on fairground rides and sample traditional Christmas treats such as mince pies.

Here are the pick of the best.... Christmas markets in London, from large German Christmas markets such as Winter Wonderland and the South Bank to smaller Christmas fairs. These markets are perfect for your Christmas shopping needs.

CHRISTMAS TIMEIN THE CAPITAL

1 71 6

HOGWARTS IN THE SNOW AT WARNER BROS. STUDIO TOUR LONDON – THE MAKING OF HARRY POTTERCelebrate a very magical festive season with Hogwarts in the Snow at the Warner Bros. Studio Tour London – The Making of Harry Potter.

Winter has arrived at Hogwarts. Glittering Christmas trees line the Great Hall and a replica festive feast, complete with flaming Christmas puddings, is laid out on the long tables.

Special-effects fires roar in the fireplaces, the Gryffindor common room is filled with festive treats and the detailed castle model is covered in a special blanket of snow.

Get up close to props and models used in the Harry Potter films, and take a look around the studio’s famous movie sets decorated as they were for the festive scenes. You’ll also discover how artificial snow is created and how special effect fires are controlled on set.

DECK THE HALL…Explore The Great Hall, which will be decked out in festive finery this season with no fewer than eight Christmas trees decorated with baubles and topped with witches on broomsticks.

The imposing hall will also host a feast like no other with the likes of roast turkeys, hams, potatoes and cakes adorning the tables – sadly, all of these are props, despite their realistic appearance. Just in case you fancied tucking in!

Don’t miss: Flaming Christmas puddings. During the Great Hall Christmas feast in the film, the puddings had real flames, which were created using gas pipes that ran from the floor and up through the tables.

HOGWARTS COVERED IN SNOWSee Hogwarts castle in a different, twinkling light this Christmas, as it is covered in glistening snow for a festive feel. Made from paper and salt, the dusting of snow gives the scale model first used in Harry Potter and the Philosopher’s Stone an even more lifelike appearance.

Don’t miss: The chance to feel the different types of “snow” used during filming, from the snow with the greatest crunch to snow as light as a feather.

FAMILIAR FEATURESSee at first hand numerous props used in the films during the studio tour – how many will you recognise? Venture along Diagon Alley, home to the Leaky Cauldron pub with a lit fireplace for Christmas; and discover the Gryffindor common room and the Weasley kitchen decorated in a festive style.

You’ll also have the chance to pose with a replica of platform 9 ¾ and see the Hogwarts Express, Privet Drive, the Knight Bus and Hogwarts Bridge amongst many other attractions.

Don’t miss: The chance to examine the Goblet of Fire, which will be exhibited for the first time this year. Having been taken out of its jewelled casket the goblet, which featured in the fourth Harry Potter film, will be specially lit with blue and red flames

GIFTS FOR BUDDING WIZARDSMake sure to stop off in the Studio Shop on your festive visit, the perfect opportunity to pick up a Christmas gift. Form exploding bon bons and Ron Weasley’s wand, to scarves and knitted jumpers, you’ll find something for every Harry Potter fan this Christmas.

CHRISTMAS ICE SKATING RINKS IN LONDONIce skating is one of London’s favourite winter pastimes, especially in the run up to Christmas. There are several permanent indoor and outdoor ice skating rinks in London, but in winter you’ll find even more popping up across the capital.

Get your ice skates on this winter at iconic locations such as the historic Hampton Court Palace, the stunning surrounds of Somerset House and top shopping destinations such as Westfield London.

C H R I S T M A S T I M E I N T H E C A P I TA LC H R I S T M A S T I M E I N T H E C A P I TA L

BEST CHRISTMAS SHOWS IN LONDONEnjoy a festive treat this winter with these top Christmas shows in London. There are lots of traditional Christmas shows to enjoy across the capital, as well as some more cutting edge theatre and epic productions of family favourites.

ELF THE MUSICAL AT THE DOMINION THEATRE

Based on the Will Ferrell film, Elf is the tale of Buddy, a young orphan raised in the North Pole. The perfect festive show, Elf The Musical follows Buddy as he embarks on a journey to find his father, discover his true identity, and help the world remember the meaning of Christmas. 24 Oct-2 Jan

A CHRISTMAS CAROL AT THE NOEL COWARD THEATRE

Prepare to be swept into Christmases past, present and future in Charles Dickens’ classic festive story A Christmas Carol at the Noel Coward Theatre. Jim Broadbent returns to the West End stage to play the miserly Ebenezer Scrooge, who is taken on a Christmas Eve journey of discovery. 30 Nov-30 Jan

THE SNOWMAN AT THE PEACOCK THEATRE

Enjoy a magical live dance version of Raymond Briggs’ classic winter story, The Snowman, at the Peacock Theatre in London this Christmas. This Birmingham Repertory Theatre production of The Snowman never fails to instill a sense of joy and festive spirit in its audience. 25 Nov-3 Jan

COVENT GARDEN AT CHRISTMAS GUIDECovent Garden is always bursting with colour and activity, from street performers to bustling markets. But at Christmas it becomes truly magical, with dazzling lights, cool decorations and wonderful gifts for all.

CHRISTMAS LIGHTS AND DECORATIONS IN COVENT GARDEN Covent Garden is known for its innovative Christmas decorations, from giant red baubles to a Kissing Christmas Tree. This year is no exception. As well as the return of the giant, 22-foot silver reindeer and swathes of Christmas lights, you’ll find 50 mistletoe arrangements. Just be careful who you stand underneath them with!

CHRISTMAS SHOPPING IN COVENT GARDEN Covent Garden is a great place to pick up unusual and stylish gifts for your loved ones or yourself. As well as year-round favourites like the Apple Store, Benjamin Pollock’s Toyshop and the Disney Store, there are some festive additions –including Harrods first-ever pop up shop in London, located inside Covent Garden’s 19th century piazza.

Covent Garden also has three great markets well worth browsing. There’s the Apple Market selling British crafts and accessories; the East Colonnade Market, with everything from sweet treats to magicians’ tricks; and the Jubilee Market, where stalls change on a daily basis.

Close to Covent Garden you’ll also find Seven Dials, where several stylish streets

meet at one central hub. Under the Christmas lights, you’ll find vintage stores, independent boutiques, cool gift shops and much more. Don’t miss the Christmas Shopping Party on December 3, with great discounts and giveaways, live music and trend talks by top fashion editors.

CHRISTMAS ENTERTAINMENT IN COVENT GARDENThe Royal Ballet’s production of The Nutcracker at the Royal Opera House is a London Christmas favourite. Set to Tchaikovsky’s beautiful score, it’s a dazzling experience that’s sure to put you in the festive spirit. It’s also just one of many Royal Ballet and Royal Opera performances on at the ROH during the winter season. Being so close to London’s West End, Covent Garden is a theatre lovers’ heaven. Fun Christmas productions to look out for include Elf The Musical at the Dominion Theatre, The

Tinderbox at the Charing Cross Theatre and Peter Pan Goes Wrong at Apollo Theatre.

CHRISTMAS FOOD AND DRINK IN COVENT GARDENThroughout December, Covent Garden is hosting London’s first-ever Mulled Wine Festival. As well as mulled wine (naturally), there’ll be stalls serving up mulled wine frozen cocktails, mulled cider, mulled mead, mulled ice cream, mulled jelly shots…mulled everything! Plus lots of festive foodie treats too.

But even if you miss the festival, you’re sure to find mulled wine behind the bar at many of the local pubs. Good bets to try are The Salisbury and Lamb and Flag, but few pubs and bars miss a chance to serve up a glass of the hot stuff.

Feeling hungry? Many Covent Garden restaurants offer a special Christmas menu for the season –usually for group bookings. The fusion festive menu at Kopapa, for instance, includes delicious-sounding dishes such as organic Scottish salmon wellington, spiced Medjool date sticky-toffee pudding, and bread with chestnut butter. While at Sophie’s Steakhouse there’s not only steak but spicy parsnip soup, Christmas pudding and a vegetarian peasants pot.

WEMBLEY STADIUM TOURHIGHLIGHTS

• Ultimate experience for all sports fans at London’s largest stadium

• Visit the VIP Club Wembley Tier of the stadium for a stunning panoramic photograph of London’s largest venue.

• The England Home Dressing Room with photo opportunities next to the shirts of the Three Lions squad.

• The Player’s Tunnel with an exclusive behind-the-scenes film showing the world’s greatest players entering the stadium.

• The world famous Royal Box for a souvenir photographs with our new FA Cup.

• The Press Conference Room and the chance to sit in Roy Hodgson’s chair.

• Original historical artefacts from the 1966 FIFA World Cup Final and the 1948 Olympic Games.

• Original FA Minute Book from 1872 which began the modern game.

DESCRIPTION

The Wembley Stadium Tour is an unforgettable experience for sports fans of all ages and from all over the world. At an incredible 90,000 seats, Wembley is the largest football and music venue in the UK and it’s guided tours take you deep into the areas only usually reserved for the biggest sports stars and live acts on the planet. Until your dream of playing at Wembley comes true, there’s only one way to experience what it’s like winning at England’s National Stadium – to take the Wembley Stadium Tour! Get behind-the-scenes, walk in the footsteps of Legends and feel the magic.

THE TOUR

The tour of the new Wembley Stadium can include visits to the VIP Club Wembley Middle Tier of the stadium for a fantastic panoramic photograph, the Manager’s Press Conference Room, the Player’s Tunnel, the Royal Box and England’s Home Dressing Room where the 3 Lions prepare for every international match. You’ll go where the players go, see what the players see and feel what the players feel. The tour is fully guided by experienced ambassadors of the stadium who enhance every visit with their passion and knowledge.

THE STADIUM

Wembley is arguably the most famous stadium in the world and, according to Pele, the ‘Cathedral of Football’. The national stadium of England, which re-opened in 2007, regularly hosts a variety of events such as the Emirates FA Cup Final, England internationals, the Capital One Cup Final, the Sky Bet Play-Off Finals, the RFL Ladbrokes Challenge Cup Final, the NFL International Series, Concerts and much, much more. Wembley was the proud host of the Men’s and Women’s Football Finals in the 2012 London Olympics and also hosted the 2011 and 2013 UEFA Champions League Finals which were watched by a combined TV audience of 600 million people around the world!

1 8

HOTELS IN COVENT GARDENLooking for somewhere to stay with a touch of Christmas in the air? Lay down your (Santa’s) hat at Firmdale’s stylish Covent Garden Hotel where the Christmas package includes mince pies and mulled wine on arrival –and Christmas afternoon tea for two.

Over at Kingsway Hall, the festive package includes a five-course carver lunch on Christmas Day with a glass of champagne – and a little gift for you.

There are plenty more accommodation options in the area too, from the good-value Travelodge London Covent Garden Hotel to the chic Radisson Blu Edwardian, Mercer Street Hotel.

There’s so much happening in London all year round – London’s events calendar is always busy! Plan your year ahead and make sure you don’t miss out. You can also search by date and find out www.visitlondon.com

C H R I S T M A S T I M E I N T H E C A P I TA LC H R I S T M A S T I M E I N T H E C A P I TA L

TOWER OF LONDON TICKETS WITH BEEFEATER TOURHIGHLIGHTS • Crown Jewels• Beefeater tours• The White Tower• Prisoners of the Tower

DESCRIPTION The ancient stones reverberate with dark secrets, priceless jewels glint in fortified vaults and ravens strut the grounds. The Tower of London, founded by William the Conqueror in 1066-7, is one of the world’s most famous fortresses yet despite its grim reputation as a place of torture and death, there are so many more stories to be told.

THE CROWN JEWELSThe world famous collection of fabulous finery and regalia – the Crown Jewels housed in a Jewel House, fit for the 21st century, explores the importance of the Crown Jewels to the British monarchy, the role of the Tower in protecting these treasures and the long and fascinating tradition of coronations in England. The priceless collection holds some of the most legendary and extraordinary diamonds in the world. The Crown Jewels at the Tower of London are a unique working collection of royal regalia and are still regularly used by the Queen in important national ceremonies, such as the State opening of Parliament.

THE WHITE TOWER

A castle built to strike fear and submission into the unruly citizens of London and deter foreign invaders - today you cannot miss the iconic White Tower, a symbol of London and Britain, overlooking the River Thames. From July 2013, inside you will find the world’s oldest visitor attraction, The Line of Kings.

A line of wooden horses, their garish colours and wild expressions somewhat incongruous in amongst the majestic suits of armour, this is the surviving remnant of one of the oldest - and oddest - collections at the Tower. From murky beginnings as the Horse Armoury it is part propaganda, part fantasy, and the longest running visitor attraction in the world.

ROYAL BEASTS

The Royal Beasts return to the Tower, London’s original zoo! See sculptures of the lions, baboons, an elephant and even a polar bear; discover how they came to be at the Tower and what became of them in a fascinating exhibit in the Brick Tower.

Hear the amazing tales of how the animals were fed, watered and housed as well as various unfortunate incidents when the public got a little too close!

COINS AND KINGS; THE ROYAL MINT AT THE TOWER

Coins and kings; the Royal Mint at the Tower, originally located for over 500 years an exhibit devoted to telling the history of the Mint at the Tower opened in May 2013. Explore six key ‘moments’ including Isaac Newton’s efforts to rid London of counterfeiters when he was Warden of the Mint, learn of Edward I’s harsh punishments for people who tampered with his coins, Elizabeth I’s restoration of the coinage following her father Henry VIII’s disastrous meddling, and Charles II’s rejection of Commonwealth money.

BEEFEATER TOURS

Share the secrets of one thousand years of royal gossip and intrigue with a Beefeater, or to give them their proper title ‘Yeoman Warder’. This body of men and one woman has guarded the fortress for centuries. Take one of their tours and you’ll be amazed and possibly appalled by tales that have been passed down for generations. Pain and passion, treachery and torture, all delivered with their inimitable style!

This is just a taster, there is much more in the Medieval Palace, Bloody Tower, on Tower Green see the Ravens and walk along the ancient walls…

SECRET SANTAIT’S A CHRISTMAS WONDERLAND CAN YOU FIND THE MISSING PRESENTS!

GUITAR

ROCKING HORSE

BI-PLANE

DRUMMER

TOY CHAINSAW

LETTER

HAMMER

SWAN

STAR

BASEBALL

PENGUIN

GNOME SANTA

All these can be found at www.bigfishgames.comC H R I S T M A S T I M E I N T H E C A P I TA LC H R I S T M A S T I M E I N T H E C A P I TA L

2 32 2

RESOLUTIONSMost of us will make a New Year’s resolution. Maybe to lose weight, quit smoking or drink less, but only one in ten of us will achieve our goal. David Ashcroft looks at ways of achieving those New Year resolutions....I was thinking about New Year’s resolutions and what usually happens to mine. I soon concluded that I forget them...very quickly, or find them too hard! So why do we continue to make them? Ringing in the New Year with a pledge to ring the changes is far from a modern phenomenon. The ancient Romans began each year by making promises to lead a better life to Janus, the God after whom January is named. The Babylonians, too, would vow to their gods at the turn of the year to pay back their debts. And the theme of self-improvement carries across different cultures and religions - along with fasting and atonement for sins.

Nowadays, of course, our main resolutions tend to revolve around health - to lose a stone, quit smoking, drink less, eat that sometimes elusive five-a-day. Holistic health is coming into play more and more too, with

people resolving to get outdoors more, cut stress, meditate, lose the Smartphone addiction. But, come February, few of us are walking around in a cloud of zen modelling our perfect figures and glowing skin. In fact, after the long dark month of January, we can hardly be blamed for reaching for the odd comforting slice of cake or glass of wine - and perhaps a month of freezing rain is not the best time to decide you’re now an ‘outdoorsy’ person.

So what’s the answer? Scrap the resolutions and resign ourselves to another year with a tarnished halo? Or change our attitudes - and even the goals themselves - to achieve real results? Let’s focus the mind and go for it!

Here are some ideas to help you make those changes you think you want to or know you should.

1. Make sure all of you wants to changeWe have lots of little parts of us that can pull us in different directions and it may be the case that most of those parts want to make the change but there’s one persistent part of you that clings onto the old habits or patterns. That one part is often enough to pull you down. If you are aware of this part (or it may be a couple of parts), you need to negotiate with it. I know this sounds bizarre but it works! Talk to the part of you that you think is blocking the change -- thank it, acknowledge it by knowing that it has your best interests at heart and that the behaviour it wants you to continue would have worked for you at some time. It’s just that it’s no longer useful. So discuss it and see, hear or feel what has to happen for that part to relinquish the hold on the old behaviour and allow in the new.

2. Make the changes simpleI know we often think we’ll change every aspect of and transform our whole life to make things better -- but it’s too much! Think of a series of small things or perhaps just one “biggie!” Or if there are several biggies then plan to tackle them over a long period of time -- for example, every two months start the new project, when the previous one has become a habit.

3. “Chunk down” big resolutions into small stepsSmaller steps are more manageable and do not upset your routine dramatically. When we aim a dart at a dart board, if the second we throw, our hand moves a fraction, we miss the target by miles. In the same way, small, consistent changes now can make dramatic changes in the long term.

4. Give yourself rewards when you keep to your resolution.Probably not chocolate if you are giving up sweets! But something you really feel is a special treat so you have something to keep you on track when you are being tempted. They can be simple rewards or something like a holiday at a wonderful resort. It has to be something that would motivate you.

5. Be kind to yourselfTell yourself that you have been doing the best you could, given the skills and knowledge that you had at the time. You need to be gentle with yourself. It’s just that now you have some new information that may have made a difference to your thinking and made you decide to change your previous ways. Forgive yourself for how you have been behaving or for having some of these habits. Instead of berating and beating yourself up as being bad and feeling that you should have known better, or been better, or done better, be kind to yourself. It’s OK to not be perfect (something I have to keep reminding myself!).

6. Set up some support mechanismsIt helps to surround yourself with people that applaud the changes you want to make and that will help you stick to your goals. People who will pat you on the

back for succeeding and who will gently help you back on track when you veer off course. Or better yet find people who might want to change with you.

7. Work out why you want to changeThink about what has been motivating or driving the behaviours you want to change, or what has stopped you from sticking to the new behaviours. Do you tend to be motivated by the thought of a new “improved you” or driven to change by the thought of being unhappy with an “unhealthy you”? It helps to know if you have a “move away” strategy or a “move towards” strategy, because you will have a better sense of how to stick to your resolutions.

8. Understand your behaviours and habits my be a coping mechanismSome behaviours and habits maybe coping mechanisms and a way of handling stress in your life. This doesn’t mean they are worth persisting with, but you probably need to think about what you are trying to cope with and how can you change the cause of the stress rather than changing the habit or behaviour which represents the coping mechanism. If you can’t change the thing causing stress choose another, possibly healthier, coping mechanism. Sometimes just realizing that you have adopted this behaviour as a coping strategy allows you to change more easily or deal with the real issue.

9. Learn why you haven’t changed in past. What has stopped you? What triggers have started you on the old habits again? Can you avoid them? Or at least prepare for them? For example, if you are trying to give up smoking, it’s not smart to immediately go to a party where people are smoking like chimneys -- it would be very difficult to avoid an old habit you are trying to break when you return to an environment that has always been associated with that behaviour. Do yourself a favour -- minimize the triggers of the old behaviour in the first few weeks of your new resolutions. Think about the culture you are in and will be in, and create an environment that will facilitate the change instead of constantly reminding you of the unwanted behaviours.

10. PracticeIf you practice your new resolution every day for a couple of months you will find that your new habit will largely be formed. Research shows that this may take less time or more time depending on the individual, but the average time for a habit to form for most people is 66 days.

THERE YOU HAVE IT! PICKHURST LIFE GUIDE TO ACHIEVING YOUR NEW YEAR RESOLUTIONS.....GOOD LUCK!

N E W Y E A R R E S O L U T I O N S N E W Y E A R R E S O L U T I O N S

NEW YEAR

T H E I N T E R N AT I O N A L P R I M A R Y C U R R I C U L U MW I N T E R S U N - I T ’ S T I M E T O G E T Y O U R PA S S P O R T S R E A D Y. . .

2 52 4

THE ACADEMYSpace to learn... to breathe... to play... to dream.

T H E I N T E R N AT I O N A L P R I M A R Y C U R R I C U L U MT H E I N T E R N AT I O N A L P R I M A R Y C U R R I C U L U M

2 72 6

What is it exactly? We sent Michael Hughes along to find out, with the help of Academy Bursar Robert Jasper.

The International Primary Curriculum is a curriculum that is being used in schools all around the world. (Now almost 1,300 schools in over 63 countries are using it, 1000 of those in England, Wales and Scotland alone).

It was launched in 2000 having taken three years to create by a group of leading experts in education from around the world. At Pickhurst Junior Academy they complement their outstanding creative curriculum with the International Primary Curriculum. Robert Jasper, Academy Bursar at Pickhurst Junior Academy explains.

“The goal of the International Primary Curriculum is for children to focus on a combination of academic, personal and international learning. We want children to enjoy their learning; develop enquiring minds, develop the personal qualities they need to be good citizens of the world, and develop a sense of their own nationality and culture, at the same time developing a profound respect for nationalities and cultures of others. Most of all, we want children to develop all the skills they will need in order to confidently face the world of tomorrow.”

Before I spoke with Mr Jasper and started out putting together this article I contacted the Office of IPC trying to make sure I was fully aware of the impact this fascinating curriculum has had on many schools. They were very thorough in providing information, enabling me to put this article together.

For more information about the IPC you can contact them at 020 7531 9696 or visit www.internationalprimary curriculum.com

LEARNING WITH THE INTERNATIONAL PRIMARY CURRICULUMIt has always been important for children to receive a great education. In the challenging global, interdependent world of the 21st century it is more important than ever before.

But it’s also more difficult than ever. In the same way that far fewer children play football because there are so many other competing things for them to do, so it’s far harder to help young children learn in school when other parts of their lives can seem so much more attractive, and when so many children are in homes – professional and non-professional – where time for parents to be attentive to their children is at a premium.

This is the paradox we inhabit. The need is great and, at the same time, the opposing forces are more powerful than they’ve ever been.

A curriculum that thoroughly meets each one of these priority areas is not an easy trick to pull off. But feedback from schools, parents, teachers, children, inspectors and authorities tells us that one curriculum – the International Primary Curriculum – is well on the way.

If that’s the case, how does the International Primary Curriculum (IPC) ensure rigorous learning? What does a high level of engagement mean in IPC practice? What about the development of personal dispositions? And what is it about the IPC that has gained the commitment of over 1,300 schools in over 63 countries around the world in just twelve years?

ENGAGING CHILDRENWell, for a start, we all know that children learn best when they want to learn. That’s why the IPC has over 80 different thematic units of learning; all child-friendly, modern-day topics appealing to all ages of primary children. Themes such as Time Detectives, Airports, I’m Alive, Inventions and Machines and Global Swapshop. Teachers use the theme as the hook, the learning platform and the ‘wrapping paper’ in order to excite and engage children.

The theme enables young children to remain motivated through the learning of science, geography, history and so on. It also allows them to make purposeful links and connections throughout their learning and to see how their subject learning is related to the world they live in.

Within each theme, the IPC suggests many ideas for collaborative learning, for active learning, for learning outside the classroom, for role play, and for children learning from each other. “All these approaches are crucial factors affecting engagement,” says Director of the IPC, Steven Mark. “Teamwork with a purpose, where every person plays a vital but different role, enables children to become deeply engaged in their learning, especially when that learning is relevant to their interests and needs.

At the same time, there’s a huge flow of knowledge and many skills are practised and developed.” For example, in the IPC Rainforest unit, children, through role play, debate the impact of slash and burn from all perspectives; from those of the indigenous forest dwellers to the prospectors. “This is something that we have continually prioritised and developed within the IPC,” continues Steven. “Child-friendly themes involving issues relevant for today’s children and creating opportunities for them to make their own choices in the progress of their learning. As a result, the learning becomes inspiring and fulfilling for them.”

The IPC’s engaging approach also encourages parental involvement as children, inspired by their learning, talk freely to parents and family members about what they’ve done at school and often choose to continue their learning at home. Parental involvement is also promoted through learning-focused letters, extended learning ideas, and end of unit ‘Exit Point’ events.

THE INTERNATIONAL PRIMARY CURRICULUM...

Getting a primary curriculum right is more difficult today than it’s ever been because it has to meet multiple goals. Of all those goals, the most essential ones are:

• Rigorous learning: Paying attention to essential and transformational knowledge, to the development of key skills, and to the slow, steady progress towards deep understanding across a broad range of subjects.

• High levels of children’s engagement: Making sure that this rigorous learning can win the battle against superficially more exciting out-of-school activities so that a) children enjoy it and stick to it and b) come to like learning enough to want to continue throughout their lives. And incorporating easy, accessible opportunities for parents to get involved in order to encourage and support their kids.

• International, global and intercultural awareness: So many of our problems at local and global level are caused by different groups not knowing or respecting each other. So many of the key problems we face today will only be solved through local and global cooperation. So many of the opportunities open to our current generation of children will be in countries and cultures different from the one in which they are growing up.

• The development of personal dispositions: Creating opportunities for children to develop qualities that will help them on their journey through life as individuals, citizens and partners. Qualities such as adaptability, morality, respect, resilience, enquiry, cooperation, communication and thoughtfulness.

• Supporting teachers: Providing teachers with everything they might need to make the curriculum work to its very best for every single child.

• Supporting schools: Providing all that a school requires to be confident in delivering good practice.

MOST OF ALL, WE WANT CHILDREN TO DEVELOP ALL THE SKILLS THEY WILL NEED IN ORDER TO CONFIDENTLY FACE THE WORLD OF TOMORROW.

T H E I N T E R N AT I O N A L P R I M A R Y C U R R I C U L U MW I N T E R S U N - I T ’ S T I M E T O G E T Y O U R PA S S P O R T S R E A D Y. . .

2 92 8

RIGOROUS LEARNINGEach IPC unit incorporates most of the core subjects including Science, History, Geography, ICT, Art and PE and provides many opportunities to incorporate literacy and numeracy.

Subjects are only included into each theme if there is a direct link between the required learning and the ideas behind the theme. Each subject then has a number of learning tasks to help teachers to help their children meet a range of learning goals set out in the curriculum.

Take, for example, the IPC Chocolate unit. In History, children explore the discovery of chocolate, the period it was discovered, the motivation for discovery and the changing attitude to chocolate through the ages. In Geography, they look at the countries that grow cacao and how particular localities have been affected by its production and by slash and burn. They look at the links between countries that grow cacao and countries that produce chocolate. In Art, children look at how chocolate is sold and how packaging is designed. In Science, children use the Chocolate unit to look at the energy values in foodstuff and to explore the effects of heating and cooling.

The IPC learning goals are deliberately explicit; designed to make sure that teachers distinguish clearly between children’s learning of knowledge, skills and understanding.

IPC Director, Steven Mark points out that knowledge, skills and understanding may all be examples of learning but that each is learned differently, assessed differently and, therefore, IPC believes, should be taught differently. “There is absolutely no point in talking about rigorous learning if we don’t make explicitly clear the nature and implications of the learning we want children to achieve,” says Steven.

So each IPC unit has a detailed teaching framework incorporating very explicit skills. “As skills take time to develop, children need to have the chance to continually revisit and practise these key skills,” he explains. “To develop these skills, individuals need context and purpose. Which is why the IPC suggests real life, practical learning experiences to help them. All our units encourage children to work individually and together towards learning goals. It’s important that children can see that they are still learning skills found in History and Geography but set in the context of the big picture theme.”

INTERCULTURAL AWARENESSEach IPC unit has embedded within it, learning-focused activities that help young children start developing a global awareness and gain an increasing sense of the ‘other’. Every unit creates opportunities to look at learning of the theme through a local perspective, a national perspective and an international perspective.

With schools in over 63 countries learning with the IPC, opportunities abound for children to share their local experiences related to an IPC unit with children in dramatically different environments. Take the children at the International School of Iceland who shared their first-hand experiences of the erupting Eyjafjallajökull volcano with their IPC friends around the world learning with the IPC Active Planet unit. These children have listened to, communicated with and learned from each other in a real world context.

DEVELOPING PERSONAL DISPOSITIONSThe personal dispositions we form as individuals do not come from reading about them in a book or discovering them spontaneously. But rather, they are established over time with constant use and that’s how the IPC views children’s learning of personal skills.

So instead of ‘add-on’ lessons about such elusive personal skills as morality or respect, the opportunities to experience and practise very specific personal dispositions are built into the learning tasks within each thematic unit.

In addition, many of these tasks are group activities which encourage children to consider each others’ ideas and opinions, share responsibilities, respect other people’s views and communicate effectively. For example, in the IPC Water unit, a group of children have to make a water turbine.

They start by creating it from cardboard and, through their own research and development - along with gentle guidance from the teacher - work out how to improve their design to make it more resilient and effective.

Not only are they learning about the power of water, but at the same time these children are developing the skills of cooperation, enquiry, communication and adaptability.

SUPPORTING TEACHERSEach IPC unit has a very structured yet flexible teaching framework providing teachers with a series of learning tasks. These are designed to achieve the learning goals through creative, meaningful and memorable learning activities that appeal to all learning styles and are relevant for all children of all abilities. In addition, these learning tasks have been carefully designed to help children build upon their development of individual skills from previous IPC units.

However, the learning tasks are purely a guide and provide plenty of scope for creative teaching, personalisation to the class and the locality, and development on the theme.

For UK and British international schools, the IPC learning goals are cross-referenced to meet the National Curriculum guidelines of England and of Wales reassuring teachers that their children are learning in a rigorous as well as engaging, creative and relevant way.

SUPPORTING SCHOOLSThe IPC was originally designed purely as a curriculum. But twelve years of growth and development have resulted in a vibrant, global IPC community of over 1,300 schools in over 63 countries as diverse as Swaziland, Malaysia, Qatar, Japan, Russia and Brazil. In the UK the IPC community embraces almost 1,000

schools including state primaries plus academies, independent schools, special schools as well as several highly active Local Authorities. This provides a sharing of best-practice and minds encouraged through blogs, podcasting, conferences, summer schools and more, ensuring that no school, however remote, feels isolated.

MEASURING SUCCESSSo what about the feedback from teachers, parents, inspectors and authorities? Pickhurst Academy Bursar Robert Jasper sums up the feelings of many: “The IPC provides you with a very clear teaching framework to follow which we personalise to meet the needs of our children in our locality.

Some people have said it’s an off-the-shelf option but that’s not true; there’s huge depth to the learning process, a real understanding of what ignites children’s interest, true expertise of community and international-mindedness, a very careful balance of knowledge and skills in every unit, and some really creative ideas for teaching and for learning with a flexibility to make it your own.

Because of doing something quite innovative such as the IPC, everyone is watching you! Our success in the League Tables and the Ofsted inspection have proved to our Local Authority and to other schools that the IPC really is making a difference for us. It’s particularly down to the engagement and to the focus on learning.”

What is very clear speaking with Mr Jasper is that the IPC is challenging attitudes, creating aspiration and engaging both children and their parents. Parent-child workshops linked to IPC units are generating 97% attendance by parents or grandparents at Pickhurst Junior Academy and such activities are encouraging parents to continue supporting the learning back home. “Some of our parents are even going on to do further education for themselves,” says Mr Jasper “The IPC has helped them as well as their children realise that learning can be meaningful, inspiring and fun.”

For more information about the IPC visit www.internationalprimarycurriculum.com

THE INTERNATIONAL PRIMARY CURRICULUM CONTINUED...

AS SKILLS TAKE TIME TO DEVELOP, CHILDREN NEED TO HAVE THE CHANCE TO CONTINUALLY REVISIT AND PRACTISE THESE KEY SKILLS.

3 0 3 1

SIBLING RIVALRYSo many parents often wonder why their children are so different from each other even though they are raised in the very same family. In addition to genetic differences, competition among siblings does affect the development of other children in the family, and may be the most important reason why children raised in the same way are so different. David Willey examines sibling rivalry and the challenges encountered by parents.

Sometimes, second or third children feel inadequate by comparison to a first sibling and thus search for different areas of expertise. Parents often reinforce those differences because they want to encourage self-esteem in each child and also fear that the second or third child may not be as skilled as the first child. That process often results in parents labeling their children. For example, if the first child is considered the “scholar,” the second child may be referred to as the “creative” child, the “social” child, or the “athlete.”

Those labels may increase the competitiveness within the family because each child believes he/she should be best in the family at something. Labeling also causes children to assume they are not good at whatever another sibling is best at. So the scholars may assume they can’t be

creative, and the creative children may give up because they believe they can’t achieve as good grades as their sibling.

Children in the same family are surely different from each other but also have much in common. If the children study and do homework, it is likely they will all be reasonably good students. Indeed, families should encourage their children to know they can have a whole smart family. Children can also be physically fit, although they may surely choose different sports or activities to exercise their fitness.

Even social skills can be learned, and although some children may enjoy friends more than others, labeling your children as the social ones has the impact of directing them to be the best partiers, and you will surely regret that label by their teenage years.

When children are labeled best in a domain, they often do their best to prevent another sibling from encroaching on their domain. They feel ownership and are threatened by a sister or brother who is as good in maths or better in sports. Sometimes they even beg their parent not to let their siblings participate in their activities.

As a parent with two young boys myself, I have always felt it better to talk to your child about the jealousy they feel than to prevent another sibling from joining a particular activity.

Sometimes you may find your children have little confidence in their abilities; thus, you may decide to protect that child’s domain. That would be particularly so if you have one child in the family who seems best at everything else.

How sibling competition causes underachievementThere are specific sibling combinations that predispose children toward underachievement. These particular combinations are inherently more competitive than usual, and one or more of the siblings are disadvantaged by this competition. Many families learn to minimize minor sibling rivalry or at least assist siblings in dealing with their competitiveness. However, with these special combinations, the parenting job is extremely challenging.

The combinations that seem unusually difficult include: very close-aged, same-gender siblings, siblings of an extremely gifted child, and a family of children with one who is considerably younger.

TWO CLOSE-AGED, SAME-GENDER CHILDRENWhere two close-aged, same-gender siblings are treated similarly, both children are likely to feel more competitive pressure. Because they are expected to act the same, the age difference typically puts stress on the

younger one to keep up with the older one, causing the younger one to feel inadequate. The older one may also feel some frustration because he doesn’t receive special privileges that go with age. Because the older sibling usually outperforms the younger, he will appear confident. Both siblings are also likely to compete for a close relationship with the same-gender or most powerful parent. Recognizing individuality by acknowledging privileges of age and differences in interests and abilities relieves some of the competitive pressures. However, parents can expect to be frustrated as they try to deal with two competitive brothers or two hostile sisters who should be such good company for each other.

FOLLOWING A VERY TALENTED OLDEST CHILDWhen the first child exhibits unusual talent, they are likely to be the recipient of special parent and school attention, unusual educational opportunities, and a multitude of honours and awards. This child thus becomes the pace-setter for the siblings who follow. High standards are set, and younger siblings believe that

in order to earn equal recognition they must achieve a similar level of success.

Even if your children are very capable, they are likely to view such accomplishment as quite impossible and may feel great pressure. Because they want to establish an individual and respectable place in the family, and because they view themselves as unlikely to compete successfully, they may select a different and sometimes opposite direction for achievement and attention. If the family can encourage their activities and help them to understand their competitive feelings, the child may develop both competence and confidence.

CHILDREN IN THE SAME FAMILY ARE SURELY DIFFERENT FROM EACH OTHER BUT ALSO HAVE MUCH IN COMMON.

WHEN CHILDREN ARE LABELED BEST IN A DOMAIN, THEY OFTEN DO THEIR BEST TO PREVENT ANOTHER SIBLING FROM ENCROACHING ON THEIR DOMAIN.

S I B L I N G R I VA L R Y S I B L I N G R I VA L R Y

S I B L I N G R I VA L R Y

If the oldest sibling’s accomplishments are significant, it’s often difficult to convince younger children of their own talent. In such cases they may resort to underachievement for attention seeking. Their failures and behaviour problems may thus become their route to family recognition. They manipulate family members to attend to their problems, thus setting an underachieving cycle in motion.

THE “BABY” OF THE FAMILY The sibling combination in which the youngest is labelled the “baby of the family” may also initiate underachievement. The youngest child is by no means always an underachiever. As a matter of fact, research on eminence finds youngest children to be second only to oldest children as achievers. However, if youngest children are either over-indulged or overpowered by older siblings, particularly when they are much younger than the others, they may likely be underachievers.

Older children may treat their youngest siblings almost as toy dolls and do so much for them that the younger ones are prevented from developing their own ideas and activities. In this case they become dependent on the positive feedback from older siblings and may become fearful of assuming responsibilities or initiating creative activities. The youngest child may see little likelihood of becoming as competent and successful as older siblings, and besides, it’s much easier to get help from the collection of “big” people around them.

WHAT PARENTS CAN DO TO CREATE A WHOLE SMART FAMILYAvoid labeling. Although it’s obvious that all children in the family are not genetically alike and that some children may have differences in intellectual, artistic, musical, or physical abilities, it’s also obvious that family competition seems to encourage each child in the family to seek special attention. When parents label their children, it limits their confidence in almost all other areas.

Prioritize education. It’s important for parents to consider all their children intelligent even if one seems a bit more intelligent than the others. When parents expect all their children to be smart and value challenge, the children are actually less competitive with each other.

Consider both parents intelligent. When parents consider each other to be intelligent, their children have high regard for both. Regardless of which parent children identify with, they automatically consider themselves smart.

HOW TO BE A WHOLE SMART FAMILY• Cheer for your siblings and they’ll cheer for you.• You may be second best in your family but might be best if

you were in other families.• Even if you’re best in your family, you might be second best

compared to another family.• Doing the best you can do is more important than being best

in the family.• Learn to enjoy your experiences and improvement without

continually comparing yourself to your siblings.• Effort and attitude count.

Getting Professional HelpIn a small percentage of families, the conflict between brothers and sisters is so severe that it disrupts daily functioning, or particularly affects kids emotionally or psychologically. In those cases, it’s wise to get help from a mental health professional. Seek help for sibling conflict if it:• is so severe that it’s leading to marital problems• creates a real danger of physical harm to any family member• is damaging to the self-esteem or psychological well-being of

any family member• may be related to other significant concerns, such as

depression

If you have questions about your kids’ fighting, talk with your doctor, who can help you determine whether your family might benefit from professional help and refer you to local behavioural health resources.

ConclusionNothing prepares you for being a parent. Ultimately we are all there as role models for our children. The way as parents that we resolve problems and disagreements sets a strong example for kids. So if you and your spouse work through conflicts in a way that’s respectful, productive, and not aggressive, you increase the chances that your children will adopt those tactics when they run into problems with one another. If your children see you routinely shout, slam doors, and loudly argue when you have problems, they’re likely to pick up those bad habits themselves. It is important to remember, as kids cope with disputes, they also learn important skills that will serve them for life — like how to value another person’s perspective, how to compromise and negotiate, and how to control aggressive impulses.

As parents, communication with your children is just as important. Being proactive in giving your kids one-on-one attention often is the catalyst for them to embrace important life skills. As well as showing them, tell your kids that, for you, love is not something that comes with limits. Let them know that they are safe, important, and loved, and that their needs will be met. But above all have fun together as a family. Whether you’re watching a movie, throwing a ball, or playing a board game, you’re establishing a peaceful way for your kids to spend time together and relate to each other.

3 2 3 3

• Anything you buy from our shop generates affiliate commissions for Pickhurst!

• “Click 4 Pick” !

• Put a date in the diary to visit us online every day to see “The Daily Pick”

• Subscribe to TheDailyPick email newsletter, where you will find...

• Juicy, fresh ideas to wet your shopping appetite and a Daily Bedtime Story-Puzzle!

• You’ll buy direct from our affiliate sites like Amazon using your normal account

• Anything you buy on their website for 24 hours, having clicked the product on our website, will be counted towards Pickhurst’s affiliate earnings!

• So why not give it a go and “Click 4 Pick” EVERY day!

Keep your eyes out for this retail stand in reception at school. All proceeds from sales of the Multiples’ book and dinnerware go to the school!

www.thereallybigschoolshop.com

3 4 3 5

IS GEOGRAPHY THE MOST IMPORTANT SUBJECT IN THE CURRICULUM?

DAVID ASHCROFT INVESTIGATESGeography, by the admission of the Geographical Association, has been a subject that has very often been poorly taught in schools and considered the poor relation compared to other disciplines in the school curriculum.

At Pickhurst Junior Academy, Geography is taught through the International Primary Curriculum. There is no doubting each discipline in common entrance has its slice of importance. English provides basic tools to understand and use language, Mathematics the ‘inalienable’ principles of dynamics, Science the nature of processes, languages the ability to understand and communicate with other cultures, Religious Studies to understand the human spiritual experience, and History the ability to understand what has gone on in the past.

An example of how some of those components were integrated into the Geography curriculum this summer saw children experience ‘International Day’ where they researched and ‘travelled’ to (via the airport in the school hall!) a chosen destination. Children then knew what to expect or see in their chosen country in case they were questioned by ‘immigration’ and of course they all looked the part!

You ask a lot of children today “What is your favourite subject at school?” And expecting them to answer English, Maths or History, Geography is surprisingly high on the list.

We only need to see how many young people are keen to travel as soon as they leave school to get some understanding of how potent Geography is in our popular culture. As a discipline, Geography undoubtedly concerns itself with the planet, the spatial dynamics of the Earth, where things are, what they’re called and how things work, but it also is implicitly about the role of human action individual and collective. It involves learning about cause and effect in the world, inequality, power, change, evolving patterns, trends, data analysis and broader understanding of the unfolding of the planet.

If there is any subject in the academic bank offered to pupils at common entrance, Geography empowers them as agents as they grow into adulthood and helps them become participants rather than passengers. The discipline helps them make sense of the world that they are growing up into, and it is the only subject that does this systematically.

I S G E O G R A P H Y T H E M O S T I M P O R TA N T S U B J E C T I N T H E C U R R I C U L U M ? I S G E O G R A P H Y T H E M O S T I M P O R TA N T S U B J E C T I N T H E C U R R I C U L U M ?

WE ONLY NEED TO SEE HOW MANY YOUNG PEOPLE ARE KEEN TO TRAVEL AS SOON AS THEY LEAVE SCHOOL TO GET SOME UNDERSTANDING OF HOW POTENT GEOGRAPHY IS IN OUR POPULAR CULTURE.

One of the strengths of the discipline is that whilst it cannot provide all the answers, it can provide handles on the world so that pupils know where to start to answer the following kinds of questions:

Why and where there is poverty.

What might be done about it and who might be responsible for it?

What might be the impact of volcanic activity on global travel?

What might be the impact of changing climate patterns?

What is the real impact of building a shopping mall in this part of the country?

Where is it safe? Safe to live. Safe to invest. Safe to walk.

What is safety?

What causes danger?

Geography is not merely about equipping pupils with an understanding of earth science, but about equipping and empowering individuals ready to take a place in the world. Geographic method, moreover, trains pupils how to collect data, and what that data might mean. It asks of them how data might be misleading and how to interrogate the veracity of information. It teaches pupils not only about agency, but about reasoned agency and the making of sound, workable and appropriate decisions. It teaches them about place and the use of maps to identify patterns of change and to understand what might be driving that pattern. In short, it provides handles on the world that they are growing into.

Geography, however, is not all about technique, it is about facts too, and it is this combination of fact and fact finding that makes it compelling and essential. It is about the means of collating facts and knowing what facts mean, which ones are important and why they may be significant. Geographical method employs data collection that is systematic, robust and well thought out. Getting pupils to critically evaluate data makes them effective astute operators in a duplicitous and confusing world. Geography is, therefore, inherently pragmatic, and this is why field trips are so essential to what geographers do. For pupils to learn facts in the classroom and then to see how they manifest themselves on the ground, turns what they do in school into something that can empower them outside of the

classroom. Something Pickhurst Junior Academy executes successfully as part of their geography curriculum.

This kind of approach trains the mind. It promotes hard but also lateral thinking - meaning it involves thought processes that look at issues and practical, real world solutions. It teaches pupils that there are always multiple points of view and that finding a way forward where there is conflict needs to accommodate different perspectives.

Enquiry and challenge based learning plays an important part in the geographical curriculum at Pickhurst Junior Academy, where pupils are driven into corners where they have to be hard on the information that they have collated, or that they are given to work with. “What does it actually mean?” “What does this mean that we have to investigate next?” “If this is the case then what should be done here?” are memes of geographical enquiry. Sometimes this leads to important conclusions and sometimes it sends pupils back to the drawing board, but life’s like that.

As pupils move from school into the workforce, they have to become, like most adults in the workforce, problem solvers. From the sales assistant who has to work out how to order in a garment of a new size for a customer through to the CEO of a transnational corporation, adults need to assess situations and make a plan for executing what is expected of them. This is not only true of the workforce, but also true of life. Where to live, where to holiday, what to pack, when to travel, where to not travel to, how to get there etc, all questions requiring geographical thinking. Rehearsing this kind of thinking equips pupils with the expertise to determine what they need to make decisions and how to make them and where necessary, how to justify them.

I took the opportunity on one of my recent visits to the school to ask Mark Tugwell and Ms Pippa Smith, Head of Humanities and subject Leaders, to sum up for me the importance of Geography at Pickhurst Junior Academy. “We want our pupils to be good people, good citizens, and members of society. We want them to be reflective, thoughtful, creative, insightful people. We want them to make good, solid and moral decisions based on facts and not whim or prejudice. We not only want them to be able to make good decisions we want them to want to make the best decisions they can, form their own opinions and be thought leaders and not thought followers,” explained Mr Tugwell.

“So whilst Geography may never be counted in the same way as English, Mathmatics and Science in terms of school entries, or other ‘scholastic key performance indicators, good teaching of Geography not only serves pupils well, but puts them in the right mindset to be well-reasoned, hard-headed, fair, flexible, honest, imaginative agents who act because they have thought about and have been taught and encouraged to think about the world.”

It was my intention to drill down deep when it came to analysing the Geography curriculum. I was one of those pupils whose favourite subject at school was Geography so I was keen to find out some thirty years on from those halcyon days at school how much the Geography curriculum has changed. What I saw at Pickhurst Junior Academy was an exciting and thriving subject. It is a very popular subject and the Geography department is an intellectually vibrant and enthusiastic department known for innovative teaching and learning through the excellent use of the latest Geographical resources.

SO IS GEOGRAPHY THAT IMPORTANT?There is no doubting each discipline in the curriculum has its slice of importance. Is Geography any more important than the other subjects? Some people will say yes, others will disagree. For me the world in which we live is likely to change more in the next 50 years than it has ever done before. Geography explains why this is and if it helps our children prepare for those changes my answer is an unequivocal “yes.” I’m sure if you ask the students at Pickhurst Junior Academy as well, they will tell you the same thing.

3 6

RELIGIOUS EDUCATION...The wider context for RE. Michael Hughes reports on a subject that polarizes opinion.

The UK has a rich heritage of culture and diversity. This is continuing today in an era of globalisation and an increasingly interdependent world. Religion and belief for many people forms a crucial part of their culture and identity. Religion and beliefs have become more visible in public life locally, nationally and internationally. The impact of religion on society and public life is constantly brought to public attention through extensive media coverage.

RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. High quality learning experiences in RE are designed and provided by careful planning through locally agreed syllabuses and in schools, taking into account the need to offer breadth of content, depth of learning and coherence between concepts, skills and content.

Every maintained school in England must provide a basic curriculum (RE, sex education and the National Curriculum). This includes provision for RE for all registered pupils at the school, except for those withdrawn by

their parents. Schools are not obliged to provide RE to pupils who are under compulsory school age although there are many instances of good practice where RE is taught to these pupils. Separate legislative provision on RE is made for maintained special schools. Regulations covering maintained special schools require them to ensure that, as far as practicable, a pupil receives RE.

ACADEMIES Academies like Pickhurst Junior Academy are all-ability, state-funded schools managed by independent sponsors. Some academies have a religious character. All academies are required, through their funding agreements, to teach RE.

For academies without a religious character, this will be the locally agreed syllabus.

Whereas RE in accordance with the locally agreed syllabus in maintained schools is inspected by Ofsted in the course of the periodic inspection of a school, it is for the governing body of foundation and voluntary schools with a religious character to ensure that they are inspected at regular intervals. The person who conducts the inspection is chosen by the governing body, or by the foundation governors in the case of a voluntary-controlled school, in consultation with a person prescribed in relation to the relevant designated religion or denomination. The person carrying out the inspection must prepare a report on the quality of denominational education. All academies are inspected on the quality of their RE by Ofsted as

part of the normal inspections regime. All denominational faith academies are required to be inspected by their religious body on the quality of their RE.

At Pickhurst Junior Academy they provide teaching of RE for all pupils, in accordance with the Bromley syllabus. Children learn about the six major faiths of Christianity, Islam, Buddhism, Judaism, Sikhism and Hinduism. They encourage children to discuss their views and often incorporate Philosophy for Children into their teaching approach. Miss Barr, Head of RE & Charities Co-ordinator explains how the subject slots into the Pickhurst Junior Academy Curriculum. “We hold collective worship on a daily basis. Assemblies are broadly Christian, exploring themes such as friendship, perseverance and tolerance. We learn about famous people and traditions from around the world. In our assemblies we celebrate the achievements of those within our own and our wider community. Good-quality religious education can transform pupils’ assessment of themselves and others, and their understanding of the wider position of the world in which we live.”

The importance of RERE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. RE encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

RE encourages pupils to develop their sense of identity and belonging. It

enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. RE has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

Key stage 2; Religious Education; The key focus points • Pupils are taught to describe the key

aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others

• Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings

• Identify and begin to describe the similarities and differences within and between religions

• Investigate the significance of religion in the local, national and global communities

• Consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them

• Describe and begin to understand

religious and other responses to ultimate and ethical questions

• Use specialist vocabulary in communicating their knowledge and understanding the use and interpret information about religions from a range of sources.

WE HOLD COLLECTIVE WORSHIP ON A DAILY BASIS. ASSEMBLIES ARE BROADLY CHRISTIAN, EXPLORING THEMES SUCH AS FRIENDSHIP, PERSEVERANCE AND TOLERANCE.

Learning from religionPupils are being taught to:• Reflect on what it means to belong to

a faith community, communicating their own and others’ responses

• Respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways

• Discuss their own and others’ views of religious truth and belief, expressing their own ideas

• Reflect on ideas of right and wrong and their own and others’ responses to them

• Reflect on sources of inspiration in their own and others’ lives.

R E L I G I O U S E D U C AT I O N R E L I G I O U S E D U C AT I O N

3 7

R E L I G I O U S E D U C AT I O N

Breadth of studyDuring the key stage, pupils are taught the knowledge, skills and understanding through the following areas of study:

Religions and beliefs• Christianity

• Various other principal religions

• A religious community with a significant local presence, where appropriate.

Themes• Beliefs and questions: how people’s

beliefs about God, the world and others impact on their lives

• Teachings and authority: what sacred texts and other sources say about God, the world and human life

• Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites

• The journey of life and death: why some occasions are sacred to believers, and what people think about life after death

• Symbols and religious expression: how religious and spiritual ideas are expressed

• Inspirational people: figures from whom believers find inspiration

• Religion and the individual: what is expected of a person in following a religion or belief

• Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life

• Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment

Experiences and opportunities• Encountering religion through visitors

and visits to places of worship, and focusing on the impact and reality of religion on the local and global community

• Discussing religious and philosophical questions, giving reasons for their own beliefs and those of others

• Considering a range of human experiences and feelings

• Reflecting on their own and others’ insights into life and its origin, purpose and meaning

So does RE contribute to wider curriculum aims?I think it undoubtedly does. RE contributes to the three statutory aims of the National Curriculum. It enables all children and young people to become:

• Successful learners who enjoy learning, make progress and achieve

• Confident individuals who are able to live safe, healthy and fulfilling lives

• Responsible citizens who make a positive contribution to society.

RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic (PSHE) education, the humanities and the arts.

Breadth and depth in RE for all pupils can be achieved when the following are taken into account: Pupils develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age. RE provides opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience. Balance is important as well. Not all religions need to be studied at the same depth or in each key stage, but all that are studied should be studied in a way that is coherent and promotes progression.

Pupils have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and the subject matter should facilitate integration and promotion of shared values. Importantly the study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity and other principal religions, and, where appropriate other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.

PUPILS HAVE THE OPPORTUNITY TO LEARN THAT THERE ARE THOSE WHO DO NOT HOLD RELIGIOUS BELIEFS AND HAVE THEIR OWN PHILOSOPHICAL PERSPECTIVES, AND THE SUBJECT MATTER SHOULD FACILITATE INTEGRATION AND PROMOTION OF SHARED VALUES.

3 8

Enjoy Authentic Italian Food

In Relaxed & Friendly Surroundings

Families, Couples & Groups Welcome

We Look Forward To Seeing You

www.ziteresa.co.uk

ZI’ TERESA, 141-143 Croydon Rd, Beckenham Kent BR3 3RB Phone:020 8658 9117

ZI’ TERESA, 141-143 CROYDON RD, BECKENHAM KENT BR3 3RB

TEL: 020 8658 911WEB: WWW.ZITERESA.CO.UK

BOXING DAY AND SUNDAY MENU

COLD STARTER - A CHOICE OF EITHERAntipasto Misto Italiano

Paté Cacciatore (Homemade)Tiger Prawns - Avocado – Gravalax

Mixed Bruschetta (Zi’ Teresa & Pomodoro)Smoked Salmon & Crab Parcels

Zi’ Teresa Tricolore (V)

HOT STARTER - A CHOICE OF EITHERCozze E Pancetta

Prawns, Avocado & Mushroom GratinéAsparagi Paesana

Capesante CasalingaPolpettine Diavola

Chicken Livers ContadinaGamberoni Tempura

Portobello Mushroom Zi’ Teresa (V)

MAIN COURSE - A CHOICE OF EITHERTraditional Roast Beef & Roast Pork

Cannelloni Natalizi (With A Mixed Salad)Chicken Breast Primavera

Whole Sea Bream Or Sea BassCalves Liver And Bacon

Tagliatelle, Capesante (With A Mixed Salad)Salmone Zi’ Teresa

Braised Lamb ShankRisotto Affumicato (With A Mixed Salad)

Fritto Misto ContadinaBreast Of Duck Al Pepe

Rigatoni Cacciatora (Venison, Duck & Pheasant)Involtini Alla Romana

Linguine Nere E Gamberoni Diavola Con RucolaCalzone Zi’ Teresa (With A Mixed Salad)

Any starter with any main course £24.75 per personWith any dessert from Al a Carte £28.75 per person

A 10% service charge will be added to your final bill.

NEW YEARS EVE PARTY MENU

A four course dinner with a live DJ & music until 2.30am. Bruno, Michele and all the staff from Zi’ Teresa wish you a very Prosperous

and Happy New Year.

You will be greeted at the bar with a glass of either Kier Royal or Prosecco or Campari Spritzer or

Negroni Cocktail.

STARTER - A CHOICE OF EITHERSelection Of Italian Cured Meats

Piatto ContadinoPiatto Marinaio

MIDDLE COURSE - A CHOICE OF EITHERRisotto Al Funghi

Raviolotti Al GranchioAsparagi Parmigiana

MAIN COURSE - A CHOICE OF EITHERTraditional Rack Of Lamb

Grilled Wild Sea BassAnatra Al PeppercornAragosta E Capesante

DESSERT - A CHOICE OF EITHERTiramincello Zi’ Teresa

Peaches & Baileys Crème BrûléeYoghurt Pannacotta

Croquantin Bombe Ice Cream

Tea or coffee to finish

New Years Eve Menu Price is £95.00 per person - (Children aged ten or under £45.00). A Deposit of £50.00 per person

(non-refundable) is required upon booking.A 10% service charge will be added to your final bill.

4 14 0

MEDIA

T E A C H I N G K I D S T O B E S M A R T A B O U T S O C I A L M E D I A

CONCERNSIn addition to problems like cyber bullying and online predators, children also can face the possibility of a physical encounter with the wrong person. Many newer apps automatically reveal the poster’s location when they’re used. This can tell anyone out there exactly where to find the person using the app.

And photos, videos, and comments made online usually can’t be taken back once they’re posted. Even after a child thinks something has been deleted, it can be impossible to completely erase it from the Internet.

Posting an inappropriate photo can damage a child’s reputation in ways that may cause problems years later — such as when a potential employer or college admissions officer does a background check. And if a child sends a mean-spirited tweet as a joke, it could be very hurtful to someone else and even taken as a threat.

Spending too much time on social media can be a downer, too. Researchers have noted something called “Facebook depression,” which can come from constantly comparing oneself to others’ slickly presented profiles. By seeing how many “friends” others have and viewing pictures of them having fun, children may feel worse about themselves or feel they don’t measure up to their peers.

WHAT PARENTS CAN DOIt’s important to be aware of what your children are doing online, but prying too much can alienate them and damage the trust you’ve built together. The key is to stay involved in a way that makes your children understand that you respect their privacy but want to make sure they’re safe.

Here are some helpful hints to share with connected children:

• Be nice. Mean behaviour is just as unacceptable in the virtual world as it is in the real world. Make it clear that you expect your kids to treat others with respect and courtesy, and to never post hurtful or embarrassing messages about others. Ask them to always tell you about any harassing or bullying messages that others may post.

• Think twice before hitting “enter.” Remind children that what they post can be used against them. For example, letting the world know that you’re off on vacation or posting your home address gives would-be robbers a chance to strike. Teens also should avoid posting specific locations of parties or events, as well as phone numbers.

• Follow the “WWGS?” (What Would Grandma Say?) rule. Teach children that “once it’s out there, you can’t get it back.” They shouldn’t share anything on social media that they wouldn’t want their teachers, college admissions officers, future bosses — and yes, grandma — to see.

• Use privacy settings. Privacy settings are important, and to highlight their importance, go through the settings together to make sure your children understand each one. Also, explain that passwords are there to protect them against things like identity theft and should never be shared with anyone (even a boyfriend, girlfriend, or best friend).

• Don’t “friend” strangers. If you don’t know them, don’t friend them. This is a plain simple and safe rule.

What is crucial is the importance of parents helping to keep their children grounded in the real world by putting limits on media use. Keep computers in public areas in the house, avoid laptops and smart phones in bedrooms, and set some rules on the use of technology (such as no mobiles at the dinner table).

T E A C H I N G K I D S T O B E S M A R T A B O U T S O C I A L M E D I A

For kids and teens, social media is an essential part of their lives. About 90% of children have used some form of social media and 75% have a profile on a social networking site, experts say. Michael Hughes looks at the good and the bad of social media and what parents can do to monitor what their children are doing online.

THE GOODSocial media can help children:

• stay connected with friends and family

• volunteer or get involved with a campaign, non-profit, or charity

• enhance their creativity through the sharing of ideas, music, and art

• meet and interact with others who share similar interests

THE BADThe flipside is that social media can be a hub for things like cyber bullying and questionable activities. Without meaning to, children can easily share more online than they should. One study showed that 9 out of 10 children post photos of themselves online or use their real names on their profiles; 8 out of 10 reveal their birthdates and interests; and 7 out of 10 post their school name and the town where they live. Actions like this can make children easy targets for online predators and others who might want to cause them harm.

These statistics highlight the dangers of social media for children:

• 17% of teens say they’ve been contacted online by someone they didn’t know in a way that made them feel scared or uncomfortable

• 30% of teens say they’ve received online advertising that was inappropriate for their age

• 39% of teens admitted to lying about their age to gain access to websites

17%

OF TEENS SAY THEY’VE BEEN CONTACTED ONLINE BY SOMEONE THEY DIDN’T KNOW IN A WAY THAT MADE THEM FEEL SCARED OR UNCOMFORTABLE

TEACHING KIDS TO BE SMART ABOUT

SOCIAL

AND DON’T FORGET: SETTING A GOOD EXAMPLE THROUGH YOUR OWN VIRTUAL BEHAVIOUR CAN GO A LONG WAY TOWARD HELPING YOUR KIDS USE SOCIAL MEDIA SAFELY.

MANY NEWER APPS AUTOMATICALLY REVEAL THE POSTER’S LOCATION WHEN THEY’RE USED.

4 2

being outside more, there are the sceptics amongst us who question its educational benefit. In most cases those sceptics, once their child has attended Forest School, will quickly become converts to the theory of being outdoors inspires better learning. Just ask the parents at Pickhurst Junior Academy.

After a hearty breakfast I wrapped myself up warm for the day ahead. When I arrived in the grounds ready for my adventure I found all the children in high spirits. The woods were all decorated with giant inflatable snowmen together with Father Christmas and his reindeer in a snowy setting. Hidden amongst the twinkling Christmas trees, the children found glowing penguins, snowy bears and friendly gnomes. All the children walked around the woods together, captivated by what was around them, before sitting together for a drink of hot chocolate before returning to school.

Pickhurst Junior Academy has a dedicated Forest School team led by Mrs Smoothy. They are known as the Forest School Ladies. Mrs Smoothy is clearly passionate about Forest School. “At Pickhurst Junior Academy we are lucky to have good Forest School sites within our grounds. The aim of Forest

School is to provide children with opportunities to learn through exploring the environment in a way that is both fun and meaningful.”

Pickhurst Junior Academy Forest School started four years ago. “The area was left unattended for many years and was heavily covered with brambles.” explained Mrs Smoothy, before adding, “the local Scout Group cleared the area and made pathways through the trees.”

The first thing that struck me when I visited was the wood still holds the feeling of a mature and aged forest with many large pine, sycamore, oak, ash, beech and elm trees. The area is surrounded by rhododendrons, ferns and ivy making it feel very tranquil.

Through a range of activities children are encouraged to take risks in a safe environment and to develop skills. There may be periods of time where play activities will be adult led: how to use new resources or tools, but children have no time constraints and no adult interference. It allows them to learn differently and will increase positive behaviour but also encourages them to use their imagination and creativity to make up their own activities.

Historical roots for Forest School can be traced back to the 1990’s when a college from Somerset, Bridgewater College, visited Denmark and found their pre-school outdoor learning and child centred teaching to be effective for children’s self esteem and learning experience in a woodland environment. Many schools involved in outdoor learning saw this as something that built on the UK’s outdoor training heritage and soon Forest School was being offered around schools.

What I experienced at close quarters with Mrs Smoothy and her fellow Forest Ladies, along with the students was something very special. The expectation of the children as they started out on their journey was a joy to behold. Their faces were ones of bewilderment in one sense, but also you just had to look at how they were soaking up the atmosphere to realise how much they were enjoying the whole experience.

I must say a very big thank you to Mrs Smoothy, who allowed me the opportunity to spend an afternoon experiencing Forest School close up. A memorable experience to go alongside many others at Pickhurst Junior Academy.

Over the last few months working with the staff and students at Pickhurst Junior Academy the editorial team at Pickhurst Life have been privileged to have experienced many special moments.

We have been made to feel like VIP’s with an “Access all areas” pass. Nothing is too much trouble and every request has been positively acknowledged and facilitated, no matter how short the notice. We had heard great things about the Forest School at Pickhurst Junior Academy and with Christmas approaching we wanted to find out a little more, especially as we had heard on the grapevine The Forest School Team were arranging for all classes to

visit the new “Winter Wonderland” in the school forest. We contacted Forest School Leader Mrs Smoothy to plan our visit and then sent our very own David Attenborough, Michael Hughes along to sample the delights of the Forest School.

But what exactly is Forest School? This year, 2015, marks twenty years since the first identifiable Forest School sessions in the UK. Forest School is an inspirational

process that offers all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.

The forest school movement does not fetishise the outdoors but has a philosophy of child-led learning, with a focus on all the senses. Whilst most parents like the idea of their children

WALKING IN A WINTER

WONDERLAND

4 4

maybe this is the way forward. There is no doubting if you chose the right interior designer, similar in a way to choosing the right estate agent when you move house I suppose, the service you are paying for and the service they are providing, will take away instantly the stress involved in moving house or having a complete makeover or redesign. At Furnishing Interiors Ltd you know you will be well looked after. “We choose each and every item carefully. Our decisions are based on scale, texture, colour, shape, price and how those elements balance with other aspects within the room design. How it all works together is key for a harmonious room.”

So how does it all work then once you have chosen your interior designer and what is the process?

Typically, the projects that Furnishing Interiors Ltd complete fall into the following categories; however they

will tailor these to suit your personal requirements. Here is their breakdown of their services:

LEVEL 1; VISIT THE SHOWROOM• The showroom is open to you by appointment so that you can peruse the pattern books and view the various room sets, furniture, accessories and gifts, all available for you to purchase. They are also more than happy to source specific items to suit your requirements.

LEVEL 2; WINDOW DRESSINGS• Assisting you with your window

dressings with a free “advice and measure” service. A visit would be arranged where a selection of pattern books would assist you in selecting the perfect fabric whether it is for blinds or curtains. If you proceed they compile your order and a fitter would install it and dress it all in for you.

The curtains and roman blinds are hand sewn, bespoke made in England to the highest standards using the best quality lining and interlining. As part of the service they provide all products necessary, including motorized tracks and blinds along with specialist bay window products. All their products are manufactured and fitted in accordance to the child safety regulations.

LEVEL 3; CONSULTANCY• With a comprehensive “consultancy package” the designers will design and plan your room in accordance with your requirements. Each project starts with a no-charge initial meeting. This is an opportunity to discuss the project in detail including the budget, when the designer learns about your personality, your individual lifestyle, tastes and aspirations. The designers will then source items and produce mood boards to demonstrate colour schemes, wall and window treatments along with options for fabrics and finishes. Are you curious about what interior designers do? Wondering if hiring a designer is right for you, or just want

to know more about what the process is really like? David Walsh visited the team at Furnishing Interiors Ltd at their studio and showroom in Westerham to find out.

If you think interior design is just about DIY programmes and choosing fabrics and paint colours - think again! Interior design is a profession, which requires excellent communication and organisational skills and a whole lot more. Furnishing Interiors Ltd is a local boutique company that have that particular mix of skills in abundance. Suzanne Elsey, owner of the company, has over twenty years experience in interior design and soft furnishing and having started her first company in 2009, such was the success of the business, six years on Furnishing Interiors Ltd was formed and is now a thriving business serving the local community.

There is no doubting Suzanne and her creative team have a genuine passion for quality and an eye for style. You only have to visit the showroom to realise that. They truly believe that exceptional design is life enhancing for their clients and the total commitment to a project allows them to provide a bespoke service, transforming individual interiors, from a single room to an entire home.

“We work on large whole-home refurbishments, as well as smaller projects with limited budgets. Home owners shouldn’t be scared to reach out to an interior designer, even if they are just in need of a single pair of curtains.” explained Suzanne.

So if you want to get yourself an interior designer, for that single pair of curtains, or to transform your whole house, I began by asking Suzanne “What really is the role of an interior Designer?” Suzanne explained. “A designer has to have the vision to plan and fit out spaces in a way that makes them both beautiful and functional. They balance aesthetic considerations with structural planning to reflect the clients’ lifestyle, set the desired mood, complement the home’s architectural features and ensures that less glamorous details fit into the scheme. An interior designer must also cultivate relationships with trusted suppliers and trades people who execute the design. ”Many people have a misconception that designers are “flouncy” however you don’t get that

feeling speaking with Suzanne. ”There are a lot of complex calculations and planning involved in running every project, which is why when you tackle your revamp or project on your own, things often get forgotten or do not go according to plan.”

A fair point, however being someone who has never hired a interior designer or who up until know had never even considered hiring one, I asked Suzanne, “How would people know hiring an interior designer is right for them?” Suzanne explained, “You may have a clear vision for your home, but an interior designer can help you bring it to life, ensuring the environment satisfies all considerations such as space and light. A trained eye and a creative mind-set allow for devising solutions that you might never have considered, and attention to the simplest details will transform your space into the home you aspire too.”

When explained like that and you look around at some of the stunning designs in the showroom I started thinking

INTERIOR DESIGN COMPANY MAKING A DIFFERENCE.......

4 5

I N T E R I O R D E S I G N C O M PA N Y M A K I N G A D I F F E R E N C E . . . . . . . I N T E R I O R D E S I G N C O M PA N Y M A K I N G A D I F F E R E N C E . . . . . . .

LEVEL 4; PROJECT• To offer a more complete service following on from your level 3 consultancy they will provide a full project management service for refurbishment work which includes all planning, estimating, organising of trades and involves overseeing the whole project from inception to completion. You will be able to trust the smooth management of the project to an expert team, who ensure that the work is carried out to exacting standards, on time and within budget.

LEVEL 5; PROPERTY DEVELOPERS• Another string to their bow is working

closely with a number of property developers. They will create a bespoke design package to assist turnover by selling enhancements to their purchasers. Display studios are set up to showcase products, and design and install show homes and marketing suites.

So what did I find out when I visited Furnishing Interiors Ltd? If you are thinking of working with an interior designer, be aware that the relationship is, by its very nature, intimate. Given this, you reap immeasurable benefits when you take some time upfront to consider just what it is you want from this person you’re about to invite into your life. As with any relationship, clear communication can go a long way to alleviating any misunderstandings. The scope of a project to some extent dictates the qualifications and experience required of the interior designer you are hiring. If you are building a new home or addition, or undertaking a major renovation to existing space, you are likely already working with an architect. This is good. Architects and designers often work in concert, balancing the aesthetics of the home’s structure, or “bones,” with the interior furnishings and finishes. howroom visits are an integral part of any interior designer’s trade. The

staff at Furnishing Interiors Ltd are so welcoming. I experienced at first hand a young family there for an appointment. Suzanne and her team really made the showroom visit feel extra special, with incredible attention to detail and they left safe in the knowledge that their requirements were being handled with great care.

If you would like more information about Furnishing Interiors Ltd or want to discuss your requirements, please do not hesitate to contact them:

Furnishing Interiors Ltd Warren Joinery Single Street Berrys Green Westerham Kent TN16 3AB

01959 577970 sales@furnishinginteriors.com

4 6

I N T E R I O R D E S I G N C O M PA N Y M A K I N G A D I F F E R E N C E . . . . . . .

4 94 8

PRIME TIME BY DAVID CLANCY

The Humans Matt Haig Paperback £3.25Kindle Edition £3.32

My son Jack was only about 6 when I started to read the Harry Potter books to him at bedtime. I can remember his little hand crawling over the pillow and under the back of my neck for a hug as, perhaps, something a little bit frightening or strange was taking place in the story. Of course the books got a lot darker by the time The Prisoner of Azkaban was published; is there anything much darker than the ‘dementors’ sweeping down to suck the soul and happiness out of their victims?

So how old should your children be before they are introduced to life’s ‘bigger’ issues? True, there are an awful of lot children in the world today for which this is not a choice. Indeed until the last 60 years or so, it has not really been a choice for most children, anywhere. The trials and tribulations of humans of all generations, the meaning of life, or the lack of it, was all too apparent in the fragility of their everyday family lives.

Antibiotics, genetics and economic growth may be extending our lives and the physical and emotional distance we can put between each of us living it, but the reality is that those trials and tribulations, those questions of the meaning of life, have not gone away.

Ignore them whilst your child is young and it might be a decision which will come back to haunt you, and them: the minds of our children are increasingly vulnerable to populists, fanatics and extreme radicalisation. How do we protect them? How do we arm them, mentally?

That’s why many primary schools are introducing philosophy classes from as early as 4 years old, which help children to understand the different ways humans come to call somethings “knowledge”, somethings “belief” and some things “imagination”. That’s why many schools are introducing ‘Emotionally Intelligent Schools’ Programmes’, so that children begin to understand the difference between, and significance of, saying “I think therefore I am” and “I feel therefore I am”.

If this is what schools are increasingly doing, what can you do? The important thing to appreciate at the outset is that as a parent you are not expected to know the answers. You are not even expected to know the questions. Your role is to show that curiosity is the fundamentally healthy, mind-growing, habit. Your role, for the time being, is to lead the inquiry, to co-learn, at home; to encourage the journey at school; until

the day comes when your children start leading their own inquiries, and perhaps yours too!

So, I would read “The Humans” out loud to my children if they were young again, perhaps editing it in a couple places depending upon whether they were around 7 or 8 or nearing 11 or 12 instead. There is enough in it to grip their attention, enough that is quirky to keep them interested, and more than enough to develop a whole host of questions and discussions on the implications of some of the storylines that Matt Haig brings to life marvellously in the the book. There’s even an angry “teen”, analysis of whom might demonstrate that being in such a state is not an inevitable, unavoidable fate for a thinking, feeling family.

Nor would it be a bad book for an English, Maths or Science teacher to read out loud in class too, stopping regularly to tease out and discuss the issues raised, not least of which is the book’s central conundrum: how to predict the next prime number in a series. We can all easily understand prime numbers. They are the ones that can only be divided by the whole number which is themselves, and the number 1. So we have 2,3,5,7,11, 13 and they continue, with less and less

frequency infinitely. But no-one has yet managed to prove the underlying pattern that links them all. But the more we try, the more we seem to be getting closer to understanding nature itself and indeed, our own nature.

The exciting thing is that we seem to be getting closer to that understanding, to some something extraordinarily enlightening, as we get further away from ‘certainty’. The certainties that we once thought were self-evident, are being questioned: nothing, it appears, is quite as it seems. Perhaps we really should start to believe in everything, and nothing. We teach our kids not to accept ‘sweets’ from strangers in the street; maybe we should extend the definition of ‘sweets’, to include anyone who says they are “certain” about anything. They maybe be right, but we need to give our children the self-defence-mental tools and the independent perspective, to verify that claim for themselves; and in that regard, Matt Haig’s The Humans is a perspective developing catalyst. The last quarter of the book does not do justice to the exquisite first three-quarters but, in my experience, what book does? Perhaps your child will one day write a better last quarter?

P R I M E T I M E B Y D AV I D C L A N C Y P R I M E T I M E B Y D AV I D C L A N C Y

ANTIBIOTICS, GENETICS AND ECONOMIC GROWTH MAY BE EXTENDING OUR LIVES AND THE PHYSICAL AND EMOTIONAL DISTANCE WE CAN PUT BETWEEN EACH OF US LIVING IT, BUT THE REALITY IS THAT THOSE TRIALS AND TRIBULATIONS, THOSE QUESTIONS OF THE MEANING OF LIFE, HAVE NOT GONE AWAY.

R E V I E WR E V I E W

PS: If, like me, The Humans tweaks your curiosity about the importance of Prime Numbers, then you can listen to Melvyn Bragg asking the experts. Download the MP3 or stream direct from your browser.

In Our TimeMelvyn Bragg BBC RadioPrime Numberswww.bbc.co.uk/programmes/p003hyf5

Nourish provides the school meals at Pickhurst Academy & Southwark Free School

- What makes us different from the rest?

Our Food

Locallybasedcompanyandoperationalteam.

Over85%ofourschoolsareprimarybased.

Highlyskilled,localsupportteam.

SupportofCompanyNutritionalist.

Tastersessions,ourmenusarecreatedandtestedonschoolcouncilsbeforetheyarefinalisedandissued.

Ourmenusarebasedonseasonalfreshfoodsandareallfreshlyprepared.

Eachdaythereisaselectionofhothomemadedishes,oneofwhichisalwaysvegetariananddailyvegetableoptions.

NourishmenushavebeenpreparedincompliancewiththeSchoolFoodTrustNutrientStandards.

Allourproduceislocallysourcedandtraceable,i.e.RedTractorMeatandSustainableFish.

We passionately believe that every child deserves a healthy, well-balanced diet the aim is to make sure every child has access to the right fuel for learning to reach their full potential. A freshly prepared meal at school goes a long way to achieving this. Nourish also support the Magic Breakfast scheme which helps to feed some of the 700,000 children who arrive at school too hungry to learn every day.

Nourish Contract Catering, Unit27,MetroBusinessCentre,KangleyBridgeRoad,Sydenham,LondonSE265BWt/f.02087781111e.office@nourishcontractcatering.co.ukw.www.nourishcontractcatering.co.uk

Meet Mr Nourish!

I s s u e T H R E E

Here at the Address we pride ourselves in taking care of your every need when moving home. We start early, we stay late, we work hard so that no matter what you’re doing; buying, selling,

renting or letting we make it as easy and as stress free as possible!

We have a small but dedicated team that will treat you like more than just a number. We will help you through the entire process of moving home, promising to be there every step of the way.

The Address are known for our superb customer service, differentiating ourselves from your typical estate agents.

The Address • 247 Croydon Road • Beckenham BR3 3PS Tel: 0208 776 2838 • info@the-address.co.uk • www.the-address.co.uk

@TheAddress/TheAddressBeckenham Debbie Mehmet