Best ever examination results! Well done to all pupils and teachers in Years 11, 12 and 13 last year! Starting with GCSE it is fantastic to know that the 2012 GCSE results were our best ever. 93% of pupils achieved 5 A*-C including English and Maths and despite the national uproar about English results the pass rate for that subject was actually higher than last year. Special mention must go to the Mathematics students and teachers; 95% of pupils achieved at least a grade C last year – that is the best ever result for the department and the first time the figure has been over 90%. Well done to everyone involved, and especially to the teachers who put in so much time with pupils throughout their GCSE course. Year 12 AS results were up on last year (the half way point of their A level courses) and so were the A2 results. 73% of grades were A*-B; this was up 5% on the previous year. 80% of Year 13 are now embarking on university courses with a huge number of them at the prestigious Russell Group universities. 15% are taking a gap year and 5% have chosen to go straight into the world of work.

Overall, a very successful year that leaves St Marylebone the best in Westminster, once again.

The St Marylebone School Newsletter September 2012

Sports Day—July 2012

St Marylebone 2012 Exam Results

Ent A* A B C D E F G U A*C A*G Pts

Art: Fine Art 71 21 17 16 15 1 1 0 0 0 97 100 6.5

Art: Textiles 24 3 6 7

8 0 0 0 0 0 100 100 6.2

Business Stud 24 3 10 7 4 0 0 0 0 0 100 100 6.5

BCS 10 1 5 2 2 0 0 0 0 0 100 100 6.5

Dance 24 2 7 10 5 0 0 0 0 0 100 100 6.3

Drama 53 19 12 14 7 1 0 0 0 0 98 100 6.8

DT Food 6 0 0 1 1 3 1 0 0 0 33 100 4.3

DT Graphics 11 0 2 2 4 2 1 0 0 0 73 100 5.2

DT Prod Design 5 0 1 3 1 0 0 0 0 0 100 100 6.0

Economics 26 0 9 12 4 1 0 0 0 0 96 100 6.1

English 137 13 44 50 23 5 1 1 0 0 95 100 6.2

English Lit 136 24 51 41 14 4 1 1 0 0 96 100 6.5

French 55 9 18 17 8 2 1 0 0 0 95 100 6.4

Geography 25 4 10 4 6 1 0 0 0 0 96 100 6.4

German 8 3 4 0 1 0 0 0 0 0 100 100 7.1

Health & Social Care 18 0 2 4 4 4 2 2 0 0 56 100 4.7

History 54 15 21 13 3 0 2 0 0 0 96 100 6.8

Humanities 14 0 3 4 5 2 0 0 0 0 86 100 5.6

ICT 113 11 35 46 16 3 2 0 0 0 96 100 6.3

Latin 7 2 1 1 1 2 0 0 0 0 71 100 6.0

Maths 137 14 46 46 24 5 2 0 0 0 95 100 6.2

Music 31 3 14 9 2 2 0 1 0 0 90 100 6.3

Rel Studies+ 120 27 53 29 5 1 1 4 0 0 95 100 6.7

Sc: Biology 32 9 9 9 4 1 0 0 0 0 97 100 6.7

Sc: Chemistry 32 7 16 8 1 0 0 0 0 0 100 100 6.9

Sc: Physics 32 5 10 9 7 1 0 0 0 0 97 100 6.3

Science Core 105 4 25 26 27 15 6 1 1 0 78 100 5.5

Science Additional 79 7 18 29 17 6 2 0 0 0 90 100 6.0

Science Applied 18 0 1 5 7 5 0 0 0 0 72 100 5.1

Spanish 39 6 4 16 12 1 0 0 0 0 97 100 6.1

Home Langs+ 16 12 4 0 0 0 0 0 0 0 100 100 7.8

Totals 1462 224 458 440 238 68 23 10 1 0 93 100 6.3

GCSE Results for Year 11

St Marylebone 2012 Exam Results

Subject Ent A*

140

A

120

B

100

C

80

D

60

E

40

U

0

A*-B

%

A*-E

%

Av

Pnt

Art: Fine Art 22 11 2 6 1 2 0 0 86 100 117.3

Art: Textiles 5 2 1 1 1 0 0 0 80 100 116.0

Biology 20 1 2 6 6 4 1 0 45 100 87.0

Business Stud 5 0 3 2 0 0 0 0 100 100 112.0

Chemistry 10 0 1 6 2 1 0 0 70 100 94.0

Classics 16 0 5 3 4 4 0 0 50 100 91.3

D+T 4 0 0 2 0 2 0 0 50 100 80.0

Dance 3 0 0 2 1 0 0 0 67 100 93.3

Drama 11 2 7 1 1 0 0 0 91 100 118.2

Economics 17 0 4 8 4 1 0 0 71 100 97.6

English Lit 61 1 16 20 14 10 0 0 61 100 94.8

French 13 0 5 2 6 0 0 0 54 100 98.5

Geography 14 3 5 6 0 0 0 0 100 100 115.7

Govt & Politics 13 1 5 6 1 0 0 0 92 100 109.2

History 34 1 18 12 2 1 0 0 89 100 109.4

ICT 3 0 0 2 1 0 0 0 67 100 93.3

Maths 31 6 12 8 3 2 0 0 84 100 111.0

Maths Further 8 1 3 2 2 0 0 0 75 100 107.5

Media Studies 9 0 5 3 0 1 0 0 89 100 106.7

Music 8 0 1 6 1 0 0 0 88 100 100.0

Music Tech 2 0 0 0 2 0 0 0 0 100 80.0

Physics 4 0 2 1 1 0 0 0 75 100 105.0

Philosophy 7 0 1 5 1 0 0 0 86 100 100.0

Psychology 26 1 4 11 7 3 0 0 62 100 94.6

Rel Studies 4 1 1 1 1 0 0 0 75 100 110.0

Sociology 9 1 1 3 3 0 1 0 56 100 93.3

Spanish 6 0 1 3 1 1 0 0 67 100 93.3

Home Langs 4 2 1 1 0 0 0 0 100 100 125.0

Consortium 2 0 1 0 1 0 0 0 100 100 100.0

Totals 371 34 107 129 67 32 2 0 73 100 102

A2 Level Results

St Marylebone 2012 Exam Results

Summary of Performance

GCSE RESULTS FOR PUPILS IN YEAR 11 (137) %

Pupils achieving 5 or more grades at A*-C including English and Maths 93

Pupils achieving 5 or more grades at A*-C 95

Pupils achieving at least 3 A*-A grades 64

Pupils achieving the Gove Gold Standard (English Baccalaureate*) 35

Pupils achieving 5 or more grades at A*-G including English and Maths 100

Pupils entered for at least one GCSE 100

Pupils achieving 2 grades in Science A*-C 77

Pupils achieving 1 grades in Science A*-C 88

Ks2-Ks4 – pupils with three levels progress in English 95

Ks2-Ks4 – pupils with three levels progress in Maths 56

Ks2-Ks4 – pupils with four levels progress in English 95

Ks2-Ks4 – pupils with four levels progress in Maths 63

Yr 13 Results 2009 2010 2011 2012

Percentage of grades A*-B 71 70 68 73

Percentage of grades A*-C 91 90 87 91

Percentage of grades A*-E 99 99 99 100

Percentage of grades at A* n/a 13.3% 8.4% 9.2%

Average Points per Entry* 99 101 97 102 (B)

Average Total Points per Entry** 335 344 332 354

EXTENDED

PROJECT AS

Ent A*

70

A

60

B

50

C

40

D

30

E

20

U

0

A*-B

%

A*-E

%

Av

Pnt

Extended

Project 24 10 5 6 2 1 0 0 88 100 46

Aspiration and Challenge is our new program for Gifted and Talented students. We hope that this program

will create a wider range of opportunities for high achieving students across the school.

Through this program we hope to:

• develop more inclusive provision for high achieving students that has a greater impact on a wider

range of students

• engage and inspire pupils at all key stages

• develop intellectual curiosity and love of learning

• engage pupils in even higher levels of academic discussion

• engender greater confidence in pupils' ability to tackle new and difficult ideas

Aspiration and Challenge beyond the curriculum

In support of the many opportunities provided for high achieving students in lessons, we also hope to broaden

the range of extra-curricular activities.

Look out for some of the following:

Bright Ideas Seminars: a program of enrichment seminars led by teachers and external speakers will be held,

with topics ranging from philosophical questions to inspirational learning experiences, political comment to

applied mathematical conundrum. This opportunity will be open to all students and we would strongly urge

high achieving students to attend.

School-community INSPIRE Blog: pupils attending Bright Ideas seminars will be invited to become part of an

online community where they can share their own sources of inspiration and/or pose higher-order thinking

questions.

Aspiration and Challenge Workshops: high achieving students will be invited to attend workshops designed to

encourage a wide range of higher order thinking skills.

“Eureka” displays – our display boards will be used to stimulate intellectual discussion and set challenges and

problems for students to solve on a regular basis. Displays will pose big questions – from philosophical enquiry

to topical ethical issues. Rewards will be in place for pupils who take part in the challenges

As well as the extensive enrichment provision offered in subject areas, we will also continue to stretch and

challenge pupils through our existing clubs and learning programs including:

• Debating Club

• The Extended Project

• Philosophy for Children

• Prize-Giving

• The Scholars program

• The Year 9 Award

• Subject-specific enrichment and extension clubs

Aspiration and Challenge

The St Marylebone The St Marylebone The St Marylebone The St Marylebone

Bridge SchoolBridge SchoolBridge SchoolBridge School

What is a Free School?

A Free School is a non-selective school that operates independently within the state system. It

receives public funding according to the number of pupils it attracts, it has the flexibility to

innovate, and, like any other state school, it is subject to

inspection by Ofsted. It is also held to account through the

results it achieves. Free schools are inspired by the Charter

School Programme in the United States and the Free School

Programme in Sweden. The Coalition Government first

allowed groups to set up Free Schools in June 2010.

The St Marylebone Bridge School

The St Marylebone Bridge School will be a Free Special school, opening in September 2013 for

Year 7 entry. It will be open to pupils who have a Statement of Special Educational Needs, in our

case moderate learning difficulties. It will be a co-educational specialist centre for those with

Speech, Language and Communication Needs (SLCN) which

encompasses a wide range of difficulties related to all aspects

of communication in children and young people. Those pupils

who come under the SLCN umbrella could have a number of

associated or secondary needs, such as Down’s Syndrome,

Autistic Spectrum Disorder, Asperger’s Syndrome, Global

Developmental Delay, Dyspraxia, and Dyslexia.

The school will cater for pupils in Westminster and the Tri-borough with

moderate learning difficulties who are operating at National Curriculum

levels 1-3 in English and Maths on entry to the school, and for whom there

has been a gap in provision until this point. Our aim to provide a high quality

education for pupils fitting the SLCN profile corresponds with that of

Westminster Local Authority, who also identify the need for a new Special

School and with whom we have been liaising closely in this endeavour.

The new school, though separate, will be closely affiliated with St Marylebone School through

some shared Governors, Trustees and teachers.

This important link will allow pupils to benefit from the main

school’s commitment to outstanding, effective and inclusive

educational provision, supported by integrated care.

Since we believe that no child should be denied an excellent

education that is close to home, The St Marylebone Bridge School

will break down barriers for some of our most vulnerable children in

Westminster, presenting a best of both worlds scenario with pupils

neither separated from their mainstream peers nor left to fend for

themselves in the mainstream, but meaningfully integrated as and

where appropriate.

This notwithstanding, The St Marylebone Bridge School curriculum will have a different

emphasis: it will be broad and balanced, but will focus on depth before breadth, with the

emphasis on literacy, numeracy and independent life skills. The curriculum will be

designed to nurture young people with SLCN, who, on leaving the school, will: have achieved

nationally accredited qualifications; be functionally literate and numerate with developed ICT

skills; have sufficient life skills and competencies needed to succeed as independent adults; be

able to participate confidently and successfully in the world of work and adult society.

Governors are aware that The St Marylebone Bridge School is an excellent way to get sufficient

resources to meet the complex needs of our statemented pupils because of the cuts to

mainstream SEN funding. More than this, it is a real opportunity to close the circle of excellent

provision for some of our most vulnerable pupils, to provide future SEN cohorts with the

resources and access to the skilled team of professionals that they deserve.

The St Marylebone The St Marylebone The St Marylebone The St Marylebone

Bridge SchoolBridge SchoolBridge SchoolBridge School

The English and MFL departments joined in the “Globe to Globe” celebrations at Shakespeare’s Globe by taking forty Year 10 GCSE French students to see Much Ado About Nothing in French in June. Translated, the play is called Beaucoup de Bruit Pour Rien and we certainly heard plenty of French “bruit” in this high-spirited comedy. Happily, the rain held off for us and, though the French script was difficult, the upbeat pace and energy of the actors and the high aspirations of our keen students meant that the trip was really valuable and enjoyable. “I followed most of it and understood quite a lot of the vocabulary,” commented one pupil. “It was too fast for me really but that didn’t matter because the acting meant you could understand; it was really funny,” said another.“I’m so glad to have seen it; I’ve seen the English film so it’s interesting to see it live in the theatre – and in French,” said another. The production developed pupils’ and teachers’ knowledge of Shakespeare, experience of the theatre, exposure to live and lively French – and provided a worthwhile end-of-term reward for two hard-working Year 10 classes.

Miss Pugh

“Much Ado About Nothing”

or

“Beaucoup de Bruit Pour Rien”: Shakespeare en Francais

As a fluent French speaker - having grown up in Brussels - I was able to understand the play, and, as well as everything else, really appreciate the quality of the translation. The script was beautiful, as they had made the meaning very clear, while even the slang sounded entirely poetic. The company was incredible as an ensemble, but it was the actors playing Beatrice and Benedict who really stood out. At the beginning, Benedict seemed to be nothing more than a clown, but as he fell deeper and deeper in love, he became more soulful. This transformation stayed with me long after the play had ended. Beatrice began dressed like a man, smoking a pipe and wearing trousers, and as Benedict discovered, she used words as men would use daggers, with intent to cause maximum damage. As her feelings for Benedict grew, she dressed in a more ladylike way, while never losing her power over language. Compared to the seemingly darker plot-line involving Hero and Claudio, the sparking battle of words and burgeoning love between Benedict and Beatrice is what grabs you in the play - whether it is Shakespeare's original, or this modern French translation. I really enjoyed the performance, and it has inspired me to go and see more of Shakespeare's plays.

Maya Colwell, Year 10

Shakespeare Summer School 2012

Kingship in Henry V

On Wednesday 11th and Thursday 12th July, thirty-five students from St Marylebone, Grey Coat Hospital and St Augustine’s schools came

together for the Shakespeare Summer School 2012. Having read Henry V in advance of the days, students were given the opportunity to

listen to two academic lectures, see a five star performance of the play at the Hampstead

Theatre, take part in a drama workshop and analyse soliloquies in small mixed-school groups. Students concluded the second day by examining

the presentation of kinship across Shakespeare’s plays, comparing Henry V with King Lear.

Students were overwhelmingly positive in

their evaluations. The most popular elements of the programme were seeing the performance, the evaluation of the

performance in small groups and the final extension session on kingship across

Shakespeare’s plays. Many students requested that the Shakespeare Summer School ran for longer – some requested a

week’s worth of events!

“Wonderful!” Student comment on evaluation form

“I really liked the opportunity to go to the theatre, the close analysis of the texts and the energy of the staff.” Student comment on evaluation form

“I loved the group work and all the discussion we had. The performance was absolutely amazing and our teacher was the best! Got a lot out of it and will be

perfect for UCAS! Thank you!” Student comment on evaluation form

SPORTS DAY 2012SPORTS DAY 2012SPORTS DAY 2012SPORTS DAY 2012 Congratulations to all who took part in Sports Day 2012.

The day was a great event with fantastic athletic

performances and a super community and Olympic spirit.

Thank you to all the olympic ambassadors who helped with

organising the day and to all the performers who gave up

their time to rehearse for the opening and closing

ceremonies.

SPORTS DAY RESULTSSPORTS DAY RESULTSSPORTS DAY RESULTSSPORTS DAY RESULTS

YEAR

HOUSE

BARRETT DICKENS HARDWICK NIGHTINGALE WESLEY

7 132 126 121 90 101

8 66 127 134 107 127 9 107 128 152 85 99

10 108 115 105 169 70

12G 99 93 115 124 97

12B 83 117 129 103 79

House Relay 18 10 9 9 8

TOTAL 613 716 765 687 581 OVERALL POSITION 4 2 1 3 5

OLYMPICS & PARALYMPICS

Many St Marylebone students have had the amazing opportunity of going to the Olympic and

Paralympics games over the Summer. The PE

Department would like to thank Mr Althuas for his

kind donation of Paralympics Athletics

tickets which have given many

students the opportunity to experience the Olympic

atmosphere and be inspired by the amazing athletes.

New Religious Movements: ‘Brainwashing or Choice?’

A talk given to Year 12 Sociologists

Suzanne Newcombe, PhD from the London School of Economics

Sociology Department gave a talk to Year 12 Sociology students in July.

Suzanne is the Reviews Editor of Inform, a group set up to study New

Religious Movements. Year 12 study NRMs in their Unit 3 ‘Beliefs in Society’

A2 course.

Suzanne started by explaining the brainwashing thesis; this is where

people are said to be indoctrinated, they abandon their set of beliefs or

appear to have a break down. Tactics used may be sleep deprivation or

vocal persuasion and this makes the set of beliefs irresistible and

irrevocable. The idea comes from the Korean War, where US soldiers

pledged allegiance to Communism; there had to be a reason for this.

The US said it was brainwashing. Actually only a few dozen men were

affected.

Suzanne went on to discuss Eileen Barker’s seminal study on ‘The making of a Moonie: Brainwashing or choice?’

Barker carried out non-participant observation and unstructured interviews of people in this NRM. The founder of

the Moonies/Unification is Sun Myung Moon who believes he is the second Messiah; his aim is to create the

perfect family as he believes Jesus failed to do this. The group is well known for its mass weddings where Moon

selects a partner for each person to marry. Interestingly, Barker discovered that it was the weekend workshops

which led to membership and that only 1% of those who attended workshops actually stayed and even they left

after two years. She concluded there must be other reasons for joining and found it was predominately young

male middle class people, not those with mental illness but rather idealistic people who were searching for a

meaning to their lives.

Suzanne then discussed the Iskon/Hare Krishnas, seen regularly in Oxford Street, wearing saffron robes and

chanting. Iskon was founded in 1966 in New York City by “Prabhupada”; its core beliefs are based on traditional

Hindu beliefs. They dedicate their thoughts and actions towards pleasing the Supreme Lord, Krishna. There were

allegations of "brainwashing" in the 1970s, one of which involved a minor named Robin George who was

awarded $32 million in damages for false imprisonment and other charges. There are also stories of child abuse at

the society's boarding schools in India and America in the 1980s. Later ISKCON was sued by 95 people who had

attended the schools. In response to the need to establish transparency and accountability among its members,

ISKCON encouraged the establishment of an ombudsman organization, ISKCON Resolve.

Year 12 are studying are how NRMs may be world rejecting (the Moonies and some Hare Krishna) world affirming

(Scientology) or world accommodating and how this makes a difference to whether they are perceived as

dangerous or not. The world accommodating NRMs are more seen as conventional and therefore less

threatening.

Student comment: ‘Many people may think it must just be weak willed people who give up their beliefs. I

hadn’t realised that brainwashing may be an idea dreamt up by the US government to explain away

Student comment: ‘I still find it hard to understand why people would join; I feel that they must be

unhappy. I also can’t understand why such groups are registered charities and therefore don’t

have to pay tax’.

Student comment: ‘Even though Iskon has cleaned up its act, I still feel scared about this negative

evidence. Suzanne talked about how many new religious movements suffer similar problems when

they start out and now Hare Krishna is far more mainstream but I still think it poses a threat and does

not share the same norms and values that we have’.

Student comment: It just seems so made up; it’s worrying that people can get sucked into some-

thing so weird. More people need to know about it and be wise to it’.

Year 9 Restaurant Challenge

The Restaurant Challenge for Year 9 was introduced this year during Activity Week and proved to be very successful.

Each group created a theme for the restaurant which was also reflected in the dishes they prepared. Andrea Fraquelli, from Getti’s in Marylebone came in to give the students a masterclass on all aspects of working in a restaurant which included table setting, the role of the Maitre d’ and Sommelier along with all other aspects of the restau-rant experience.

All the teams worked extremely hard from selecting and preparing the dishes on the menu to providing an authentic restaurant experience. All delivered an excellent three course meal with outstanding service.

“The standard of service was excellent. The variety of the food on the menu made you feel as though you were in the relevant countries.” Olympic VIP comment

Each group was given a budget of £20.00 to create a three course meal for our very own Olympic VIP’s.

This academic year will mark the start of a new sch ool tradition: the awarding of the title of St Marylebone Poet Laureate to a pupil. The pupil appointed will be responsibl e for writing poems to commemorate special events in the school and beyond . The English department ran a competition to find this year’s poet, and the standard of entries was extremely high. Below can be seen our three top entries, with highly commended poems from Anishvary a Ni Mhorain, India Bluebell and Harrison Peppe in Year 10, and the winning poem from Hope Barker i n Year 13.

Olympics by India Harrison Peppe (Highly Commended)

Competition rises like the

sun from the night Chalk smoothed, lines

set But the day waits to

commence

People wonder Ponder

Guess Whether they could take

the place of competitors But they then reconcile

with memories Of their own eclipsed

talents

Shoelaces laced In place of absent

thoughts

To distract all Whose ideas fly away

Into the dark absesses of the mind

And the opening cere-

mony Is creeping moment by

moment To embrace all

in a concoction of excite-ment and passion

Over the 1 common goal That lights up everyone

in the stadium Like a floodlight amid a

midnight pitch

Covering every corner In radiant particles of

glorious beam

And hearts thump In time to applause

Because their fearless-ness has soared

At the recognition Of possible glory

And each competitor's

love Drives the bodies

Like they are well oiled machines

Clicking and whirring

into place For this anticipated

legacy And each person

Realises That how they feel

In this moment of time Is a legacy

For any woven or strung story

For the future generation

So they fill themselves with love

For just a game

That can alter and change and renew and

replenish and

improve and heighten and amaze

A humans life

Just a game

Tightened muscles, clenched at the wait

Follicles of hair Brushed away

Disregarded

Eyes brightened Lips tightened

Let the games begin

Actions state

They're going for Gold

Because everyone knows Everybody can tell

From the glistening, gleaming hope

Liquidised in eyes

Passion is the greatest weapon

And passion

Can conquer all

They race, sprint, leap, run, lunge, whirl, hurl

And passion

Conquers all

Inner Olympian By Anishvarya Ni Mhorain (Highly Commended)

She had never been a runner

A jumper, a vaulter Her game was then to

stammer To stumble, to falter

She’d never seen the spun gold

Of racing, of pacing Her love had been of writing The full stops, the pacing

A blank page was a racetrack

Reeling out ahead Steaming in the sunlight Steaming like fresh bread

Around her, feet were pound-

ing Whistles split the air

The breaths of countless peo-ple

Nestled in her hair

The crowds would make her nervous

The people asked her, “Why? Why are you so quiet?”

And sometimes she would cry But in her space of silence

In her rosy peace She’d have a pen and paper And solitude was sweet

Now the finish line was distant Her heart was pumping hard She was the only runner

The night was thickly starred

Yes, she was a writer Her race was one of thoughts She never cared for medals It was sentences she sought

They told her how to bellow To shout out loud, to scream But she told them, “I am quiet: My thoughts are inside me.”

She’s always been a runner

An athlete, a team Her game is now to scribble

To conjure, to dream

Athletes by Hope Barker (Winning Entry)

A chattering of chicks takes to the stand in a flurry of

feathers, They regurgitate the mumbles of the morning’s radio on

statistics and favourites to win. The veins of the city bloom into life with a pulsating flow of

spectators. All around wings of flags flutter in the soft breath of the

wind. Here we stand, in the homeland, before flying south once

more; We become one—united in this moment of ages.

Athletes preen themselves behind the curtain; They prepare for the show of their lives—stripping back the

costumes and show make up. They stand before us in a naked, feathered glory.

Under the beady eyes of the nation that have flocked from

far and wide, They wait with bated breath.

A stillness, a silence; The gunshot;

They fly,

In the penultimate week of the

Summer Term 81 Year 7 students and 9

teachers spent 5 days in Cantabria,

Northern Spain. The trip was designed

to enhance students’ cultural

awareness and give them the opportu-

nity to practise their Spanish! Below is

a diary extract written by one of the stu-

dents: Dear Diary, Today was our first full day in Spain and we went to the “Picos de Europa” (a mountain) by cable car! At first I was quite scared when I was in the “teleférico” (cable car) but the experience was exhilarating. After-wards we went back down the mountain and a Spanish family was with us in the cable car. They were talking to us in English and we were talking to them in Spanish; it was actually really fun and a great chance to practise our Spanish! I can’t wait for tomorrow and our trip to Santander and tapas tasting! Jade Wong (7H)

YEAR 7 TRIP TO CANTABRIA, SPAIN JULY 2012YEAR 7 TRIP TO CANTABRIA, SPAIN JULY 2012YEAR 7 TRIP TO CANTABRIA, SPAIN JULY 2012YEAR 7 TRIP TO CANTABRIA, SPAIN JULY 2012

DIARY DATES

Term Dates 2012/13 STAFF INSET: 3rd, 4th and 5th September 2012 Term 1 Thursday 6th September 2012 - Friday 26th October 2012 Term 2 Monday 5th November 2012 - Friday 21st Decem-ber 2012 Term 3 Tuesday 8th January 2013 - Friday 15th February 2013

Term 4 Monday 25th February 2013 - Wednesday 27th March 2013

STAFF INSET: Thursday 28th March 2013

Term 5 Monday 15th April 2013 - Friday 24th May 2013 NB: Public Holiday - May Day 6th May 2013

Term 6 Monday 3rd June 2013 - Thursday 18th July 2013

Dates for your diary

Mon 17th September 2012 Yr 10 Information Evening—Work Experience

5.30pm—6.30pm

Wed 19th September 2012 Yr 8 Parents’ Reconnect Evening

3.45pm—6.30pm

Mon 24th September 2012 Yr 12 Settling-in Evening 5.30pm—6.30pm

Yr 9 Parents’ Reconnect Evening

3.45pm—6.30pm

Mon 1st October 2012 Yr 11 Parents’ Evening

Blandford Street—4pm—6.30pm

Mon 8th October 2012 Yr 13 Parents’ Evening

Blandford Street—4pm—6.30pm

Mon 22nd October 2012 Yr 7 Settling-in Evening 5.30pm—6.30pm

Thur 25th October 2012

Prize Giving—7pm

Mon 12th November 2012 Yr 9 Parents’ Evening

Blandford Street—4pm—6.30pm

Mon 19th November 2012 Yr 8 Parents’ Evening

Blandford Street—4pm—6.30pm

Thur 20th December 2012 Service of Lessons & Carols in the Church—7pm

Fri 21st December 2012

End of Term

St Marylebone School

64 Marylebone High Street

London W1U 5BA

Telephone: 020 7935 4704

Fax: 020 7935 4005

www.stmaryleboneschool.com