Cranford Review / March_2018

“Cranford Review” © is a publication of Cranford Community College. Editor-in-chief: Jessica Joyce Graphic design: Enzo Gianvittorio Printed by: Springfieldpapers.com

“Cranford Review” © is a publication of Cranford Community College.
Editor-in-chief: Jessica Joyce
Graphic design: Enzo Gianvittorio
Printed by: Springfieldpapers.com


Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

<strong>March</strong> <strong>2018</strong><br />

<strong>Cranford</strong><br />

Parliament<br />

Since<br />

September 2017, over 100 students have been part of something innovative,<br />

the <strong>Cranford</strong> Parliament: a new initiative to replace the previous school<br />

council system. Students were invited to stand for election and went through various election<br />

processes in line with government elections.<br />

<strong>Cranford</strong> Parliament functions in a similar way to an actual parliament. There are two first<br />

ministers, two of both foreign and home secretaries and two chairs for each committee. There<br />

are committees to oversee various aspects of the school including home, foreign, culture media<br />

and health. With around 14 members in each committee, students have been coming up with<br />

various, creative ideas some of which have already started to take place or have happened. With<br />

weekly cabinet meetings consisting of the Members of the <strong>Cranford</strong> Parliament (MCPs) and<br />

the leadership team, ideas can be brought together and can be discussed on how to implement<br />

them and if needed voted for through our parliament.<br />

Seema Malhotra, MP for Feltham and Heston came to our first Parliament sitting. Her inaugural<br />

speech outlined the importance of our role and the function of an elected parliament.<br />

In the second parliament sitting, MCPs voted to have one overall theme for the <strong>Cranford</strong><br />

Parliament – mental health. That would be the main focus of the parliament other than the<br />

already assigned committees for this academic year. Many visitors to the school including<br />

teachers from schools abroad have expressed positive views about the Parliament.<br />

Over time, the system of the <strong>Cranford</strong> Parliament will embed itself into the school life of every<br />

student. It should improve our mental health, wellbeing and most importantly the education<br />

of the students.<br />

As the current first minister, I believe that this is a great opportunity for students in the younger<br />

year groups. It allows students to express their ideas and make a difference and learn more<br />

about the democratic system of the United Kingdom. It is a stepping stone for any student who<br />

wants to pursue a career in politics but it will benefit individuals in many different ways. A<br />

big thank you to Mr. Fraser for getting this started I hope this new initiative will benefit the<br />

teachers, the school and the students for many years to come.<br />

Aadil Awan (Head Boy and First Minister)

2<br />

Hounslow<br />

SACRE<br />

Annual RE Lecture<br />

On<br />

Thursday 9th November 2017 the Hounslow SACRE<br />

annual RE lecture was delivered by local MP Ruth<br />

Cadbury focussing on Community Cohesion in Hounslow. Being a<br />

member of SACRE, I thought it would be of interest and relevance<br />

to our youngsters and put out the word. <strong>Cranford</strong>’s 6th form students<br />

made a really impressive impact.<br />

They listened to Ruth talk with pride about Hounslow’s achievements,<br />

that in terms of GCSE results Hounslow “punches well above its<br />

weight.” She said Hounslow can be described as “hyper-diverse” with<br />

different heritages linking together and there was no single majority<br />

community, not even white British. 140 different languages were<br />

spoken and 86% of children say they have a religious faith. These are<br />

perhaps some of the reasons, Ruth postulated why the London Riots<br />

of 2011 didn’t affect Hounslow. She did point out however, that a<br />

number of challenges still face members of ethnic minorities living<br />

in Hounslow, and in the UK more widely. Workplace discrimination<br />

still exists, as does disparity in the admissions of ethnic minority<br />

students to the top universities in the UK, something that wasn’t<br />

actually the case in top American Universities such as Harvard and<br />

Yale, who it seems do more to invest in ethnic minorities. The rise<br />

in more overt xenophobia following the Brexit vote was discussed<br />

and the negative consequences of it for all people.<br />

When she opened up to the floor for a question and answer session it<br />

was our students who led the way. Al-Enzeli Ramji pointed out that<br />

having worked in Hammersmith for a few months, he felt a greater<br />

sense of belonging than 17 years growing up in Hounslow had given<br />

him. So how could Hounslow be more like Hammersmith? One<br />

possible explanation, which Ruth proposed, was that the transient<br />

population of Hounslow, with many people in rented accommodation<br />

didn’t allow for community cohesion. Zala Amiri asked Ruth what<br />

advice she would offer them, the young generation, on how to<br />

contribute to society and gain recognition. Hopefully a question<br />

posed by the RE teacher gave food for thought as it was asked if<br />

Labour had a policy on raising the status of RE in some schools,<br />

given it had been diminished somewhat by Conservative policies<br />

in some schools locally and nationally, though thankfully not at<br />

<strong>Cranford</strong> Community College. The students were there long after<br />

others had left, engaged in conversations about local politics with<br />

a local councillor.<br />

Well done to the students for taking time in order to engage with<br />

local politics and consider their part in making society a better place<br />

for everyone.<br />

Mehmoona Yousaf (Senior Teacher – SMSC)<br />

The Battle of Ideas<br />

During the October half term,<br />

I attended some lectures at the<br />

“The Battle of Ideas” weekend,<br />

organised by the Institute of<br />

Ideas. Two of the debates I<br />

attended were, “Banter and<br />

Besties: Is friendship in<br />

peril?” and “All by myself: Is<br />

loneliness a social problem?”<br />

I was particularly interested<br />

in these as I feel that these are<br />

topics that really affect a lot of<br />

people my age. I found “Banter<br />

and Besties” really intriguing<br />

as I didn’t realise that some<br />

people actually want banter to<br />

be banned from the work place.<br />

I also didn’t realise that a large<br />

number of men who work with<br />

women feel like they have to<br />

be careful with what they say.<br />

It seems that the line between<br />

banter and offensiveness has<br />

become really slim. I was also<br />

really fascinated about the<br />

loneliness discussion because<br />

it not only affects everyone at<br />

some point in their life, but also<br />

people have different ideas of<br />

what loneliness is and handle<br />

it differently. There were<br />

some really insightful views<br />

exchanged and I would highly<br />

recommend others attending.<br />

Kareena Suman (year 11)

To inspire and cultivate global leaders<br />

<strong>Cranford</strong> Community College hosted a conference for <strong>Cranford</strong>’s 6th form on 31st October<br />

2017 with an organisation called Seeds of Peace. Seeds of Peace has been running for<br />

over 25 years and aims to inspire and cultivate new generations of global leaders in<br />

communities divided by conflict. Some of the leading figures of Seeds of Peace were attending<br />

a celebratory conference in London and offered to run a workshop with four of their ambassadors<br />

and some of our 6th form students.<br />

The ambassadors were Ashraf Ghandour, GATHER Community Manager (Jerusalem), Maayan<br />

Poleg, Director, Middle East Programs (Jerusalem), Mirna Ansari, Program Coordinator, Middle<br />

East (Jerusalem) and Qasim Aslam, Co-Founder and Managing Director, The History Project<br />

(Lahore).<br />

From the very start of the event I knew it was going to be successful. <strong>Cranford</strong>’s Student<br />

Leadership Team met the Seeds of Peace delegation for lunch and straight away the conversation<br />

turned to world affairs with both exchanging views and opinions.<br />

After lunch the Seeds of Peace delegation talked about their work and their personal<br />

experiences with a group of 6th form students. Perhaps one of the<br />

most powerful accounts was Mirna’s of growing up as a<br />

child in Gaza and her experience of waking up to bullets<br />

coming through her bedroom window but all had experienced<br />

challenges. It was truly inspiring to see their commitment<br />

to peace given those challenges which was a very powerful<br />

message for all of us. Our students then had the opportunity to<br />

ask questions including whether they thought there would ever<br />

be peace between Israel and Palestine. This opened a debate<br />

as to what peace might look like. The conclusion was that an<br />

end to conflict with people living together was achievable in a<br />

generation but true peace would take several generations but<br />

should be a goal that all should work towards.<br />

After the formal workshop the Seeds of Peace delegates<br />

stayed on for an hour talking informally with our students.<br />

The following evening <strong>Cranford</strong>’s Seeds of Peace ambassadors<br />

shared a platform with the US Ambassador at the Berkeley<br />

Hotel in Central London delivering the same message to senior<br />

business leaders and politicians. Good to see <strong>Cranford</strong> was first.<br />

Alan Fraser (Assistant Headteacher – Director of Community Development)<br />


My ENO Summer experience<br />

During the summer I joined the youth<br />

project with the English National<br />

Opera (ENO), which was a week-long<br />

programme where likeminded teenagers got<br />

together and helped to create a new piece of<br />

theatre based around a classic opera with the<br />

help of professionals in opera and the arts. This<br />

opportunity arose through the school’s on-going<br />

partnership with the ENO.<br />

We based our piece on “Aida” by Verdi, the story<br />

of a young Ethiopian princess whose kingdom<br />

is at war with Egypt, who has infiltrated the<br />

Egyptians and disguised herself as a slave to gain<br />

information for her father. While she is there,<br />

she falls in love with the Egyptian Captain of the<br />

Guards, so when her people are taken over, she<br />

must decide between her love and her country.<br />

During the week, we came up with song lyrics,<br />

choreography, and various ideas for the end<br />

performance, all with a director, composer,<br />

and choreographer to help lead us in the right<br />

direction. It was an amazing experience as I got<br />

to try out things I had never done before and<br />

learnt about opera. This was then followed up on<br />

where we were able to sharpen and perform what<br />

we had created again at the Victoria and Albert<br />

Museum (V&A) for a special event along with<br />

other professional opera singers, and that was<br />

an incredible experience. The pieces we made<br />

had so much meaning<br />

behind them as we collaborated with women who<br />

had to leave their homes in the Middle East. The<br />

lyrics they created for us were so heartfelt you<br />

could really feel their longing for what was back<br />

home, which I could completely relate too. After<br />

our performances, we heard that many members<br />

of our audience were heard crying, showing us<br />

just how powerful our piece had been.<br />

After the week of the summer project, I was<br />

offered a position in their year-long Youth<br />

Company, and I have enjoyed every second of<br />

it. Every half term or break, we take two days at<br />

their ENO Baylis Building in West Hampstead<br />

to come up with various different pieces of<br />

our own with the help of professionals in the<br />

industry. The first week, we started figuring out<br />

ideas for what we wanted our piece to be about<br />

through mind maps and other processes, and we<br />

learned some songs related to our ideas. We also<br />

got to learn about character and how to create<br />

characters and stories with the director Lyndsay<br />

Turner (who directed Benedict Cumberbatch<br />

in Hamlet recently at the Barbican) which was<br />

amazing. Our second session was even better<br />

than the first. We got to meet new professionals<br />

who helped hone our ideas into a performance<br />

piece. We created two songs with the composer,<br />

and we made and choreographed each of<br />


them with the director. While doing this I<br />

felt like I was in a rehearsal for something<br />

big like Oliver Twist, as I was surrounded<br />

by so many people who were enjoying it<br />

and yet being so mature about the way they<br />

were performing; it was inspiring.<br />

Throughout this next year I will have<br />

more sessions with the Youth Company<br />

continuing to see where our piece goes<br />

and what messages we want to send to<br />

audiences. I will be able to see many operas<br />

at the London Coliseum for free as a plus<br />

of being a part of this company. I am so<br />

happy and privileged to be able to be a part<br />

of this, and I feel like it is teaching us and<br />

training us to be more than just actors and<br />

singers; it’s teaching us to be creators and<br />

how to have active minds and imaginations<br />

which I really love and appreciate. If you<br />

want to find out more you can go to their<br />

website: www.eno.org. If I’ve learned<br />

anything through this experience, it’s that<br />

opera is more than just fat ladies singing<br />

in Italian.<br />

Aria Cundall (year 12)<br />

The<br />

A classic Victorian tale<br />

with a refreshing twist<br />

theatre production<br />

of Jekyll and Hyde<br />

at the Ambassadors Theatre in<br />

London provided a refreshing<br />

twist of a classic Victorian<br />

tale. With themes of feminism,<br />

sexuality and duality, it<br />

bestowed a modern outlook on the themes of the<br />

original novella. Furthermore, the very current<br />

themes make the plot much more appealing to<br />

a modern audience as it involved many types of<br />

people, for example, women and the LGBTQIA+<br />

community. The almost complete juxtaposition of<br />

the two tales (the one told in the play and the original<br />

storyline of the novella) created a sense of shock for<br />

the audience as it was absolutely unexpected. As<br />

well as this, the use of current technological profiles<br />

such as fanfiction and blogs made it easier for the<br />

audience to comprehend the storyline of the play.<br />

Personally, I liked the regular cross cutting between<br />

the Victorian era and the modern era. The main reason<br />

for this was how the protagonists of both mirrored<br />

each other’s decisions and actions significantly.<br />

The change in protagonist from male to female was<br />

particularly interesting. Especially, from the way<br />

the male Jekyll was treated in comparison to the<br />

way that the female Jekyll was treated, for example,<br />

the way the characters interacted with the royal<br />

society was extremely different. I enjoyed how<br />

detailed and precise the set and costumes were; they<br />

were relevant to both of the contexts.<br />

A lot of what the characters said was extremely<br />

blunt and honest which definitely added to the<br />

shock value of the play.<br />

Overall, I enjoyed the production as it was more<br />

contemporary, shocking and attention-grabbing<br />

compared to the traditional tale of the original<br />

story. The modern parts of the play added twists<br />

and elements that made the whole play enjoyable<br />

and if you are in the mood for a gender-bending,<br />

pro-feminist shocker of a play then Jekyll and Hyde<br />

is the one to watch.<br />

Maisie Mullen (year 11)<br />


Shakespeare<br />

Schools<br />

Festival<br />

Twelfth<br />

Night<br />

In<br />

November 2017, eighteen year 8 students from <strong>Cranford</strong> Community<br />

College took part in the international Shakespeare Schools Festival,<br />

run by the Shakespeare Schools Foundation. They performed a thirtyminute<br />

version of Shakespeare’s Twelfth Night along with three other schools<br />

performing other plays by the world-famous bard.<br />

These hardworking students brought Twelfth Night to life over a period of<br />

two months, culminating in a performance led by a professional director at the<br />

Wycombe Swan Theatre and Town Hall. Performing to over 200 guests, the students used skills they<br />

had gained throughout the rehearsal process to wow family, friends and the general public.<br />

The rehearsal process took students on a journey of personal discovery as well as exploration of the<br />

play itself. Combining play with traditional dramatic techniques such as freeze frame, direct address<br />

and improvisation, the group were able to imbue their own personalities into both the characters<br />

they played and the performance as a whole. The start of one scene, for instance, came directly from<br />

games which had been played during the first weeks of the rehearsal process.<br />

In addition, there were three students dedicated solely to production roles. These three girls worked<br />

tirelessly to design and assemble individual costume pieces for all characters whilst also painting<br />

set, creating a lighting design and doing hair and make-up.<br />

In recent years, the Arts have had a shadow cast upon them; the Shakespeare Schools Foundation<br />

(SSF) and affiliated Festival strives to turn this view around; it represents an opportunity for young<br />

people to use the Arts to develop a plethora of related and transferable skills. SSF cite that 86% of<br />

teachers saw student behaviour improve as a result of participating in the Festival and 97% agreed<br />

their students’ confidence had increased.<br />

The very talented cast and crew did an amazing job representing the school and were delighted to<br />

take part in the festival.<br />

“Here’s to a new year filled with adventures and explorations in the Arts, creativity and continuing<br />

to broaden our students’ horizons”.<br />

Katie Turner (Creative Arts Department – Director “Twelfth Night” )<br />


Twelfth Night<br />

by <strong>Cranford</strong> Community College<br />

at The Wycombe Swan, 11/20/2017<br />

appraised by Kristoffer Huball<br />

I would like to offer sincere thanks and congratulations to <strong>Cranford</strong> Community College for<br />

your wonderful production of Twelfth Night as part of the 2017 Shakespeare Schools<br />

Festival. Students and teachers alike have put hard work, imagination, determination and<br />

passion into this production, and were a credit to the school. I'd like to take this opportunity<br />

to highlight just a few fantastic moments that you should be especially proud of.<br />

This production opened with a bang and grabbed the audience’s attention right from<br />

the beginning. I loved the way that this ensemble thought about the opening movement<br />

section, showing the party on the boat before it crashed on Illyria. It showed the levels<br />

of tension within the scene and was choreographed well. It also gave the audience a<br />

sense of where these characters had come from and what’s at stake for them.<br />

I was very impressed by the huge amount of character work that had been done with<br />

this piece. All of the young performers had clearly defined characters, with strong levels<br />

of motivation making them feel three dimensional and relatable. The relationships are<br />

what made this 400 year old story feel relevant to this modern audience.<br />

The use of the company in this production must be commended and there were<br />

excellent ensemble reactions to the main plot points, showing a professionalism in<br />

support, and a deep understanding of the complex Elizabethan text. This was<br />

particularly evident during the boxtree scene in Olivia's garden, which was filled with<br />

engergy and focus.<br />

Twelfth Night was tremendous, thrilling and triumphant.<br />

Congratulations to everyone involved in this superb production. I hope to<br />

see <strong>Cranford</strong> Community College in the Festival again next year.<br />

Kristoffer Huball<br />

shakespeareschools.org charity no. 1164676<br />

My experience in<br />

Twelfth Night was a once-in-a-lifetime<br />

opportunity and I will never forget it. Loads of people<br />

think that drama is a waste of time but it gave me all these<br />

advantages to life and it would probably help me in the<br />

future as well. I recommend other people to take up drama.<br />

Ashaani Balendran<br />

The Shakespeare Schools Festival was an amazing<br />

experience, I learnt how to use light, sounds, cues and<br />

so much more. I made so many new friends and enjoyed<br />

working back stage. I would love to participate in the<br />

SSF again.<br />

Kehan Munir<br />

I am so glad that I took part in the festival. It was exhilarating<br />

and I felt so proud of myself. I have made so many friends during<br />

this process. We have had laughs and worked so hard to be able<br />

to light up that stage. I feel that I have grown in confidence and<br />

become more mature. I wished that it could never end. I hope I<br />

will be able to have an opportunity like this again and I will most<br />

certainly take part. My advice to everyone else is that when you<br />

see an opportunity grab it because you never know when you will<br />

see an opportunity like that again and you never know where it<br />

will take you.<br />

Being<br />

part of Twelfth Night, I have learnt that drama<br />

is not about reading from a script, it has to come<br />

from within you and you really have to feel your<br />

character whilst performing. This also helped<br />

build up my confidence, helped me speak more<br />

loudly and not be afraid to show everybody my<br />

talent. I really enjoyed being part of the cast,<br />

it was really exciting. I am really going to miss<br />

rehearsals, I hope I do this again and have as much<br />

fun as I did during this period of time. I will miss<br />

being Sebastian. Thank you Twelfth Night and Miss<br />

Turner.<br />

Isra Jadoon<br />

Anchal Chawla<br />

I loved how to express my inner self through my<br />

character. I loved the costumes that the production<br />

team created. I loved how I made new friends and<br />

how I created a bond with them. “I am free to be what<br />

I want to be”<br />

Tyrone Emmanuel<br />


EU - RAN<br />

Educational Conference, Budapest<br />

The<br />

Radicalisation Awareness<br />

Network (RAN) is an umbrella<br />

network connecting people involved in<br />

preventing radicalisation and violent<br />

extremism throughout Europe. Within<br />

RAN, practitioners from different European<br />

countries can meet others in their area of<br />

expertise to exchange ideas, knowledge and<br />

experiences on countering radicalisation and<br />

violent extremism.<br />

As part of the school’s collaboration with<br />

RAN two members of <strong>Cranford</strong>’s staff<br />

attended a working group examining the issue of fake news, conspiracies and propaganda. Mr Alan<br />

Fraser, Director of Community Development, a core member of the education working group and<br />

Barbara Lodge, <strong>Cranford</strong>’s Head of ICT and Computing. I was invited to present my work on this<br />

topic to the group and take part in a panel discussion.<br />

The purpose of the meeting was to examine the rapidly-evolving media and information landscape<br />

and share projects and ideas to help students develop their media literacy skills and ability to think<br />

critically about the information they consume.<br />

The conference was attended by 40 delegates representing over 20 different countries and from a<br />

wide range of backgrounds and experiences. On the first day of the conference the group shared<br />

their different approaches and projects on the topic of fake news, conspiracies and propaganda. This<br />

was an exciting opportunity to exchange ideas and resources. For the second day of the conference<br />

the delegates divided into smaller groups to work on specific projects, taking the best of all the<br />

approaches and collaborate to form ideas and lessons for primary, secondary and further education<br />

students.<br />

One of the outcomes from the meeting was the identification of the gulf between teachers’ understanding<br />

of social media and that of their students. Inspired by the conference <strong>Cranford</strong> has submitted a bid<br />

to Google to develop an online platform to train primary teachers on the safe use of social media.<br />

8<br />

Barbara Lodge (Head of ICT and Computing)

Student<br />

Voice<br />

through<br />

Generation<br />

Global<br />

Generation Global has been developed by the<br />

Tony Blair Foundation to give students around<br />

the world the skills and opportunity to engage<br />

in dialogue on sometimes controversial topics. As part<br />

of <strong>Cranford</strong>’s programme, students follow a course on<br />

building dialogue skills including how to talk with people<br />

with differing views. Once students have completed the<br />

course, they are paired in the first instance with a school<br />

in the US to have a discussion. If all goes well they can<br />

sign up to a range of topics and discussions with schools<br />

around the world.<br />

Our first dialogue was with a school in Virginia called<br />

West Potomac High School. Year 13 students from<br />

<strong>Cranford</strong> engaged with Seniors in the US on the topic<br />

of identity. Students from both schools shared what<br />

parts of their identity they were proud of and what were<br />

the challenges. They spoke about many different types<br />

of identity including gender, nationality, their leisure<br />

interests (anime) and their faith identities. Many students<br />

felt that identities could also bring challenges. Some were<br />

concerned about putting their nationalities down on their<br />

university applications, others felt that expressing their<br />

religious or national identities may mean they won’t fit<br />

into society or with their peers so well.<br />

Students then went on to talk about issues of hate speech,<br />

with students in the UK explaining some of the hate<br />

crimes towards the Muslim community. One student in the<br />

USA said that her Mexican identity was often challenged<br />

by the political situation, with Trump saying he wanted<br />

to build a wall. Students asked each other about how<br />

they interacted with other communities and how diverse<br />

their local communities were. Students in the UK were<br />

surprised to hear how diverse their partner school was. A<br />

student in the USA explained that some areas in the USA<br />

were very open to diversity and others not so. A student<br />

in the UK replied, “It is the same here in the UK.”.<br />

Students also responded to questions about whether<br />

they hide any parts of their identity. They discussed that<br />

sometimes they do depending on who they are talking<br />

to. Jessica in the UK however said “I’m Latino and I<br />

let people know that, it’s important and a part of me”.<br />

Lucia added “being Latina or Hispanic<br />

you can’t change and I’m not willing<br />

to change and I’m open with it. But<br />

how open can you be when there is<br />

prejudice?”. Students also spoke about<br />

how their parents told them how to<br />

deal with prejudice. One student said<br />

her parents tell her not to trust some<br />

of the community, another that she<br />

shouldn’t shout about her heritage.<br />

Miriam in the USA said; “As a kid my<br />

parents said don’t wear a hijab, people<br />

aren’t open to it....” A student in the UK<br />

responded saying “Living in London it’s<br />

multicultural, it’s fine to speak Arabic.<br />

But when we go elsewhere mum tells us<br />

not to speak Arabic. You want to fit in”.<br />

Students then went on to discuss some<br />

of the ways you could try and prevent<br />

prejudice and help people to be more<br />

accepting of diversity. Students at both<br />

schools agreed that education was key.<br />

This video conference opportunity is<br />

hoped to be the first of many where our<br />

Generation Global young people can<br />

engage in a meaningful dialogue with<br />

students of their own age around the<br />

world dealing with the same issues and<br />

challenges that they are.<br />

Alan Fraser (Assistant Headteacher – Director<br />

of Community Development)<br />

“The conference taught me that I was<br />

right in the sense that although we may<br />

look different and our identities may be<br />

different we are all the same, because we<br />

are all human. There are many people (not<br />

just students) that would benefit from an<br />

experience like this, it really does open<br />

people’s eyes to another world out there”.<br />

(Year 13 student)<br />

“The video conference was an eye-opening<br />

educational event that allowed me to<br />

enhance my knowledge by evaluating the<br />

differing views of others around the world<br />

when discussing identity and how each<br />

individual differentiates when identifying<br />

themselves in society. I was able to<br />

empathise with the students at West Potomac<br />

and acknowledge the impact that living in<br />

different societies has on how we as young<br />

adults reflect on the world”.<br />

(Year 13 student)<br />


News from the<br />

PE Department<br />

The start of this academic year has been a very busy<br />

one with lots of opportunities for students to engage in<br />

sports activities in addition to the taught curriculum;<br />

here are just a few articles reflecting the work of the<br />

department in the autumn term 2017.<br />

Extra-Curricular<br />

Extra-curricular activities take place before<br />

school (period 0), at break times and also<br />

afterschool (period 6). On offer this term<br />

was a wide range of sports including dodgeball,<br />

basketball, netball, rugby, badminton, football,<br />

cricket and weight training. This is a good<br />

opportunity for students to refine skills, learn<br />

gameplay tactics and have fun.<br />

Several fixtures were played this term and<br />

<strong>Cranford</strong> was well represented. Students had the<br />

opportunity to play netball and basketball fixtures<br />

across most year groups where they gained<br />

valuable playing experience.<br />

Students have the opportunity to continue to<br />

participate in extra-curricular clubs but we expect<br />

to see many more involved. According to the<br />

Association for Young People’s Health (2016) it<br />

is suggested that there is “a positive relationship<br />

between sport or organised activity and positive<br />

mental health outcomes for young people. These<br />

include preventing problems arising, promoting<br />

positive youth development, and using activity<br />

to treat pre-existing mental health conditions”.<br />

This spring term will see fixtures in netball,<br />

football and cricket so be sure to attend trainings<br />

and clubs if you wish to be included.<br />

Rob Notley (Head of PE Department)<br />

Community Sports<br />

This<br />

academic year has seen an increase in <strong>Cranford</strong> Community<br />

College students engaging in sport across the local area. This<br />

has been in partnership with the Youth Sport Trust and the Heston West Big<br />

Local. The college’s School Games Organiser, who is a part of the PE department<br />

represents <strong>Cranford</strong> in the local community and Hillingdon primary schools. His<br />

role is to increase sporting participation in younger children. He has led many<br />

events, including indoor athletics which involved 6 local primary schools all<br />

competing across a range of events, from standing long jump to speed bounce. In<br />

addition, <strong>Cranford</strong> supports year 9 students leading each team and stations as<br />

part of their Youth Sport Award.<br />

The year 10 Sports Leaders, also on the Youth Sport Award programme, helped<br />

Sport Impact deliver a cross Hounslow Borough Sports day. Every primary<br />

school in Hounslow attended the event held in the <strong>Cranford</strong> SuperDome,<br />

with over 200 primary school pupils participating in physical activity led by<br />

<strong>Cranford</strong> Students. Many local teachers praised our year 10 Sports Leaders<br />

on their professionalism and maturity when leading the event. This is a true<br />

reflection of our Sports Leadership programme at <strong>Cranford</strong>.<br />

This year <strong>Cranford</strong> has increased its engagement with the local area, in<br />

particular focusing on health and wellbeing. The school with the Big Local<br />

now offers free Boot Camp fitness sessions led by a trained personal trainer. These sessions<br />

are held every Monday at 5.30pm. All are welcome to join. There is also much more to come.<br />

10<br />

Rob Notley (Director of Community Sport)

Athletics Success<br />

This<br />

year was one of <strong>Cranford</strong>’s most<br />

successful sporting activities.<br />

Students aged 12-14 years took part in the Borough<br />

Athletics competitions at Osterley Park Athletics<br />

Centre. Students elected to participate in a track<br />

event and a field event or two field events. There<br />

were around 20 students involved per age group<br />

with our highest participants being the year 8<br />

girls. The selected students had training twice<br />

a week in the lead up to the event with PE staff<br />

organising these sessions. Students who were<br />

awarded medals on this day included Szymon<br />

Gora who received gold in javelin and gold in<br />

shot put. Robert Keeley was awarded silver in<br />

long jump. Karolina Mucko made it to the 100m<br />

final for the 14-year-old girls. Anjal Dhakal also<br />

achieved silver in discus and javelin. Overall the<br />

full day competition was a very enjoyable day<br />

out for the <strong>Cranford</strong> students which put <strong>Cranford</strong><br />

on the map for athletics for <strong>2018</strong>.<br />

Boys and girls from years 7-10 also competed<br />

in super 8 athletics twilight tournaments after<br />

school throughout the year. Both boys’ and girls’<br />

tournaments were successful and all students<br />

learnt a great deal about competing individually<br />

in sport.<br />

Girls’ cricket has continued to grow within<br />

<strong>Cranford</strong> Community College over the years<br />

with participation rising amongst junior girls.<br />

The girls have been training with a coach from<br />

Middlesex weekly. The girls who opted to<br />

compete in the one-day competition were:<br />

• Layba Nisar 8V<br />

• Sahiba Grewal 8V<br />

• Lernin Bejaj 8V<br />

• Tara Grewal 8X<br />

• Kirstie Poon 8X<br />

• Avneet Bagri 8T<br />

• Malikah Raja 8T<br />

• Ashaani Balendran 7W<br />

• Taniskha Bumrah 7X<br />

Marrium Chughtai (year 8) was awarded best<br />

on ground on the day. These girls represented<br />

the school outstandingly and were placed 2nd<br />

overall in the county. These girls continue to<br />

train weekly and are striving to improve as a<br />

team for future success.<br />

Diane Marston (PE Department)<br />

Year 9 W Factor Sports Science<br />

This<br />

year the Physical Education Department<br />

offered ‘Sports Science’ as part of the<br />

W Factor extra-curricular activities on Wednesday<br />

afternoons. Led by Mr Rattu, this was a completely<br />

new and refreshing opportunity for students in year 9<br />

to explore and understand more about studying sports<br />

at higher education, career aspects within the sports<br />

field, becoming a professional athlete and learn about<br />

professional athlete lifestyles. This later tied in with<br />

students starting the Young Sports Awards.<br />

Students so far have taken part in various activities such as having a taste of a<br />

football academy training session led by QPR coaches, researching the human<br />

body, studying sports nutrition and then cooking healthy meals<br />

such as pizza and chicken fajitas, sports journalism alongside<br />

meeting Manisha Tailor MBE. Manisha was honoured with an<br />

MBE this year for her work in women’s football and travelling<br />

across the country and the globe to speak and to teach football.<br />

The department looks forward to expanding the Sport Science<br />

Programme in the future alongside increasing the impact of it<br />

within the wider community of <strong>Cranford</strong>.<br />

Hamesh Rattu (PE Department)<br />


Trip<br />

to<br />

China<br />

An opportunity not to be missed<br />

Going<br />

to China<br />

was not an<br />

opportunity to be missed under any<br />

circumstance - that was something that<br />

we all firmly believed in - so we jumped<br />

at the chance to go. It was a fantastic<br />

trip in which we were not only able to<br />

explore the country and its beautiful<br />

landscapes and architecture, but also<br />

immerse ourselves in an entirely new<br />

culture and way of life. Students and<br />

staff alike, we were all excited to be<br />

leaving London behind to be welcomed<br />

by the fantastically kind and hospitable<br />

Tianjin College of Commerce. Formal<br />

dinners, sports games, official tours<br />

of the sites, shopping at local markets,<br />

home visits, in-classroom experiences<br />

and of course, climbing The Great Wall<br />

of China were all a part of our jampacked<br />

itinerary for the week which had<br />

been organised by the Tianjin College of<br />

Commerce (TCC) officials. Whilst the<br />

daytime activities were organised for us,<br />

the evening activities were organised by<br />

us which involved an M & M chopsticks<br />

challenge and a phone amnesty.<br />

Needless to say, after just over a week<br />

there, everyone was joyfully exhausted<br />

and ready to come back home, but that<br />

came at the cost of leaving our newfound<br />

friends behind at TCC. It truly<br />

was a fantastic experience for us as<br />

staff members and was certainly a<br />

memorable experience for our year 12<br />

students. Let’s go back again next year.<br />

On<br />

19th October 2017<br />

I made my way to<br />

Heathrow- this is where my<br />

journey began. The flight itself<br />

to China might have been long<br />

and tiring but it was all worth<br />

it in the end. After landing at<br />

Beijing International Airport,<br />

we were warmly welcomed by<br />

some students and teachers from<br />

Tianjin College of Commerce<br />

(TCC) who accompanied us to<br />

Tianjin.<br />

Each day was different, as it<br />

was filled with new food, new<br />

Matt Southern-Myers, Sahrish Sheikh and<br />

Milton Ferreira (Trip Leaders)<br />


From<br />

delicious culinary dishes, to ancient artefacts,<br />

amazing architecture and mesmerising<br />

views, China was honestly the experience of a lifetime. Upon<br />

our arrival at Tianjin College of Commerce (TCC), we were<br />

greeted with the warmest of welcomes and<br />

though completely jetlagged, everyone seemed<br />

to be in awe of both the hotel and the campus.<br />

The next few days were filled with sights, various<br />

locations and different cultural findings where<br />

each new experience turned out to be better than<br />

the last. Everywhere you turned you would find<br />

Chinese culture had a lot to offer, especially at the<br />

Tianjin Market where everyone’s bargaining skills<br />

made that day a quest for who could get the best<br />

deal. I definitely didn’t win.<br />

Amongst the few shopping sprees, filled with endless<br />

souvenirs, cheap Gucci belts and Burberry scarves which<br />

seemed to be the pick of the lot, there also came challenges<br />

of physical aptitude.<br />

cultures, new people and new<br />

places to see. It was overwhelming<br />

trying all these new things during<br />

such a short period of time yet I<br />

enjoyed every moment of my stay.<br />

Unfortunately, our stay there was<br />

only for 9 days; to some this might<br />

sound long but to me it felt like a<br />

day. That’s when I understood what<br />

they really meant by: “time flies<br />

when you’re having fun”.<br />

For me the best part of my stay<br />

was being able to spend time with<br />

students from (TCC) and eventually<br />

becoming good friends. I was not<br />

only able to make friends with the<br />

Chinese students but also with the<br />

people who went on this trip with<br />

me. Two months after the trip I’m<br />

still in contact with my new friends<br />

from China, even though we have<br />

the time difference as an obstacle<br />

but we are able to overcome that.<br />

This exchange programme has<br />

allowed me to create a new circle<br />

of friends that I hope to treasure for<br />

life alongside with all my memories<br />

of my stay in China. To me that’s<br />

what matters the most.<br />

Sabrina Aktar (year 12)<br />

First it was badminton, next it was climbing the Great Wall.<br />

Quite a jump, I know.<br />

The day we climbed the Great Wall was<br />

a day no one had prepared for, not even<br />

the most athletic amongst us. Yet after<br />

several flights of stairs, water breaks and<br />

false hopes given by our staff members<br />

like “Come on guys, you’re nearly<br />

there!”, we made it to the Great Wall of<br />

China. What a view.<br />

Despite not being able to go Beijing, I am grateful<br />

for all my unique experiences as a tourist in Tianjin.<br />

Not many people receive the opportunity to become<br />

so fully immersed in a completely different culture.<br />

Having been able to meet students on campus and<br />

also visit one of the students’ home, we got<br />

to experience their way of living<br />

which was very fascinating as<br />

many students in Tianjin have<br />

a completely different way of<br />

life from those in the UK. What<br />

I also found astonishing was the<br />

hospitality and patience of our<br />

Chinese hosts; without them the<br />

language barrier would’ve become<br />

more prominent.<br />

Sadly, it was over before we knew<br />

it and wishing our “thank you” and “goodbyes”, became<br />

hardest part (harder than climbing the Great Wall). In the end,<br />

this trip was truly an authentic experience.<br />

Cristiana Eftenoiu (year 12)<br />


Minnesota Trip<br />

Visit<br />

to the<br />

University<br />

of<br />

Minnesota<br />

Following<br />

embark on a similar trip to<br />

of Minneapolis and St. Paul,<br />

insights into how educators<br />

significant barriers to educ<br />

Minnesotan schools as well a<br />

Global Academy<br />

An Inspiring School Visit<br />

One<br />

of the schools we had the privilege of visiting<br />

during our stay was Global Academy, situated<br />

in Minneapolis. Global Academy is a free, chartered<br />

elementary to middle school that seeks to serve a diverse<br />

group of students. They cater for 432 students and display<br />

a commitment to serving the broader world based on the<br />

goals of the International Baccalaureate Organisation;<br />

this was plain to see in every classroom we visited.<br />

Part of Global Academy’s vision for their students is that<br />

they will be active, compassionate and lifelong learners who<br />

have the human and technical skills to be productive and<br />

successful world citizens. In order to achieve this, they build<br />

much of their learning around these themes: enthusiasm,<br />

empathy, integrity, tolerance, commitment, independence,<br />

appreciation, confidence, cooperation, creativity, curiosity<br />

and respect. These values seemed to be embedded throughout<br />

the school, with questions posed on display boards in<br />

corridors which children are encouraged to respond to.<br />

We gained a real and valuable insight into the way that Global<br />

Academy has created an open dialogue with parents to<br />

respond to the cultural needs of the communities they serve.<br />

14<br />

It was a true pleasure to visit this school and meet staff<br />

and students alike. The high expectations, value placed<br />

on cultural diversity and positive attitudes embedded<br />

throughout the school have cultivated an environment of<br />

curious, respectful and aspirational learning with pupils<br />

who are encouraged to see themselves as agents of change<br />

and active explorers.

on from research conducted by the University of Minnesota on the Somali population within the<br />

student body of <strong>Cranford</strong> and Berkeley, it was proposed that a group of colleagues from our schools<br />

learn from Minnesota University researchers and spend some time in schools within the twin cities<br />

with a focus on how educators there advocate for their own Somali learners. We were eager to gain<br />

work with community leaders and families to bring about positive results for children who face<br />

ation. We completed an intensive and informative programme of study within the University and<br />

s other educational institutions; below is a brief description of some of the activities we undertook.<br />

LEAP Academy St. Paul<br />

Another<br />

school we were<br />

invited to was LEAP<br />

High School, which is situated in the “other”<br />

twin city, St. Paul.<br />

Standing for Limited English Achievement<br />

programme, LEAP caters to young people<br />

from kindergarten all the way up to the age of<br />

21, focusing on what are described as SLIFEs<br />

(Students with Limited or Interrupted Formal<br />

Education). LEAP is forward-thinking in its<br />

ethos; it focuses on what students can achieve,<br />

rather than what stands in their way, despite the fact that the students of LEAP do face significant<br />

barriers to learning, not least (as the students we met discussed) homesickness and missing family<br />

in their countries of origin.<br />

The student body is made up entirely of young people from an immigrant background, boasting 232<br />

children from 20 different countries. Many young people relied on jobs after school to financially<br />

support their families back home.<br />


Minnesota Trip<br />

We were lucky enough to hear from some of the young people who learn at LEAP, who had been asked<br />

to think about what qualities a teacher needs to have in order to support them effectively. They told<br />

us their teachers had the ability to make them feel loved and free from nervousness and that they felt<br />

safe, secure and happy within the school.<br />

After our meeting with the students, the Berkeley and <strong>Cranford</strong> colleagues were allocated to different<br />

classrooms for a 30-minute observation to gain a real hands-on perspective of what the school was<br />

doing, and on the possible differences and similarities between US and UK education. The teachers<br />

from London were struck with the passion and dedication shown by the teachers they observed, and<br />

were unsurprised to learn that LEAP teachers are held to a very high professional standard, with<br />

frequent observations and a strong emphasis on professional development.<br />

“I saw passion and dedication<br />

from an obviously intelligent<br />

and well-informed teacher<br />

who used his knowledge<br />

and experience to create a<br />

classroom environment based<br />

around curiosity and discovery.<br />

I saw great mutual respect<br />

between teacher and learners,<br />

and a real culture of learning<br />

and enquiry”.<br />

Andy Watts<br />

“What I liked about the<br />

teacher’s approach was<br />

that there was constant<br />

encouragement”.<br />

Anna Perszewska<br />

16<br />

“There was a sense that the teacher has worked hard to<br />

create a space where the students can express themselves<br />

and be who they really are. Her high expectations of the<br />

students and their capabilities were evident throughout”.<br />

Lydia Gamlen<br />

“The teacher hadn’t grouped the students by ability,<br />

rather by home language spoken-this automatically<br />

created mixed ability groups and allowed the young<br />

people to support each other in their learning”.<br />

Seema Ghauri<br />

“What struck me most were the relationships in the<br />

classroom. One of the students asked me if I was coming<br />

back tomorrow-I said I couldn’t, but I really wanted to”.<br />

Lisa Mercer<br />

“Most of the students had been in Minnesota for less<br />

than a year. The classroom really represented the<br />

children and their home culture, as well as celebrating<br />

their learning”.<br />

Fay Pollitt<br />

“The teacher encouraged the children to support each<br />

other in their own language”.<br />

Madhuri Tank<br />

“I saw the use of key vocabulary<br />

as a component in the children’s<br />

learning”.<br />

Jon Ryan<br />

“It was a very positive atmosphere in the classroom.<br />

The children could have gone off task whilst the teacher<br />

and I talked but they remained focused”.<br />

Gerry Lee<br />

“I had a very interesting conversation with the students,<br />

which really shows how outward-looking they are,<br />

rather than letting language barriers make them more<br />

introverted”.<br />

Aaron Singh<br />

“There were very high expectations of the students -<br />

the teacher used positive reinforcement to support the<br />

students in using some high level vocabulary”.<br />

Uxio Seijas<br />

“The students were able to use their gym lesson to have<br />

fun whilst learning new skills”.<br />

Basheak Busscue<br />

“The most impressive thing I noticed was the high rate<br />

of staff retention - teachers don’t want to leave LEAP<br />

high school”.<br />

Peter Stumpf

The Journey: Refugee Resettlement in Minnesota<br />

One<br />

morning we heard from Melody<br />

Ward, an Independent Refugee<br />

Advocate who works and lives in Minnesota.<br />

Melody has worked in refugee resettlement since<br />

2001 and describes it as her passion, which grew<br />

from a chance meeting with four Sudanese “Lost<br />

Boys” in Chicago. She was struck by their joy, hope<br />

and drive for a good life. There are 22.5 million<br />

refugees worldwide, with 189,300 resettled<br />

in 2016. 85,000 were resettled in the USA.<br />

Before exploring the successes and challenges<br />

of refugee resettlement, it is helpful to have<br />

a working definition of “refugee”. The legal<br />

definition of refugee is someone with a wellfounded<br />

fear of persecution for reasons of race,<br />

religion, nationality, political opinion, sexual<br />

orientation or membership in a particular<br />

social group (UNCHR). Melody builds on this<br />

definition with her belief that refugees are<br />

resilient, in possession of incredible strength<br />

and great survival skills and above all, people<br />

with everything that you and I have, except the<br />

privilege of opportunity. When they leave their<br />

homes, they leave behind belongings, families,<br />

careers, communities and feelings of security.<br />

Camp life can be bleak; there is competition<br />

for basic necessities such as food, housing<br />

and safety. Therefore, access to education and<br />

health care is limited. The camp services are<br />

contracted to respond to basic human needs<br />

like water, so the education a child or young<br />

adult receives in a refugee camp varies.<br />

The largest ethnic groups for resettlement in<br />

Minnesota are Somali and Karen, with 1405 and<br />

658 people respectively. Challenges for those<br />

resettled in Minnesota which affect education<br />

include but are not limited to: disparities<br />

between camp life and urban life, mental and<br />

physical health, isolation, the shock of bitterly<br />

cold winters, self-advocacy, language, racism<br />

and discrimination and a change in family<br />

roles, triggered by a parents’ loss of job or<br />

profession since arriving in the States. That said,<br />

Minnesota is among the top states in America for<br />

refugee resettlement due to a strong partnership<br />

between faith communities and public entities,<br />

good public benefits, the presence of colleges<br />

and programmes which target refugee adult<br />

learners and the existence of a stable and<br />

welcoming job market. In addition to this, there<br />

is the phenomenon of “Minnesota nice” - it is a<br />

friendly state with a neighbourly feel. There are<br />

lots of clothing banks and organisations that run<br />

clothing or furniture “drives” to gather resources<br />

for those who need them.<br />

There was an overwhelming sense that<br />

Minnesota sees positive texture in the way<br />

that immigrants can add to our society. They<br />

encourage new arrivals to reflect upon the assets<br />

they bring, and there is a sense that new cultures<br />

challenge existing ones to become even better.<br />

We all have a responsibility to show humanity<br />

and kindness to those who have suffered<br />

unimaginable things and have had to tell and<br />

relive their stories countless times in order to<br />

begin a new life, somewhere safe. By working<br />

with and supporting refugees, we can play a part<br />

in restoring dignity and humanity. Many of our<br />

group left this workshop feeling driven to seek<br />

out opportunities at home to support and gain an<br />

insight into refugee resettlement in the United<br />

Kingdom.<br />

It was an enormously inspiring group which<br />

left teachers from Berkeley and <strong>Cranford</strong> with a<br />

keen desire to continue our learning once back<br />

in the U.K. Particular strands we felt eager to<br />

follow up upon were community engagement,<br />

inspiring displays, careers and aspirations and<br />

the celebration of ethnic culture, history and<br />

community.<br />

Peter Stumpf (Associate Headteacher), Lydia Gamlen<br />

and Andy Watts (Berkeley Academy Delegates)<br />


Internationalism<br />

Japan<br />

Avon Tyrell Activity Centre, Bransgrove,<br />

New Forest 8th-13th August 2017<br />

The<br />

sun was shining as we set off from<br />

<strong>Cranford</strong> for our first joint activity<br />

week with students from the very prestigious<br />

Keio University Junior High School in Tokyo. As<br />

we drove further into the New Forest, there were<br />

concerns about how far we were from anywhere,<br />

especially as the mobile signal dropped. Avon<br />

Tyrell is a beautiful rambling house, built in 1891<br />

in grounds covering 65 acres. Interestingly, the<br />

house has 365 windows, 52 rooms, 12 chimneys,<br />

7 outer doors and 4 wings (does that remind<br />

you of anything?). The house was entrusted<br />

to the Youth of the Nation and opened as a<br />

centre in July 1949. 10 <strong>Cranford</strong> students from<br />

years 9 and 10 led by 2 year 12 students were<br />

accommodated alongside their Japanese peers<br />

in large rooms with up to 10 beds. All meals<br />

were taken together in the self-service canteen<br />

downstairs and international interaction was the<br />

name of the game. Through games, activities and<br />

visit, the groups bonded and firm friendships<br />

were fostered.<br />

Some of the activities were challenging – the<br />

high ropes were a major success as was the raft<br />

building, canoeing, archery, low ropes, trust<br />

walks (where the group is blindfolded except<br />

for the leader) and the visits to Stonehenge,<br />

Visit by our Korean<br />

partner<br />

school<br />

Once<br />

again the Ocheon Senior High School<br />

from Pohang in South Korea paid us<br />

a welcome visit but unusually they chose to come in<br />

December. The upside of this timing meant they saw<br />

London at its Christmas best. Every school day, the<br />

Korean students visited a wide range of year 12 lessons,<br />

where possible with their <strong>Cranford</strong> email pen pals. This<br />

proved very popular with both students and staff, with<br />

the Korean students involving themselves in the learning.<br />

A particular hit with our friends from Pohang was drama,<br />

where they were thrown into an improvisation on “fake<br />

news”. Alongside their <strong>Cranford</strong> experience, they were<br />

accompanied by our students to Central London and<br />

Oxford. The group enjoyed their evening of musicals<br />

– choosing either Phantom of the Opera or Aladdin and<br />

swept around the London Eye at dusk to see London,<br />

beautifully lit up. Plans are well ahead for a return visit<br />

by <strong>Cranford</strong> to Korea in October <strong>2018</strong>.<br />

“The Korean students were very enthusiastic and I enjoyed<br />

working with them”.<br />

18<br />

“They would bow and shake hands as a thank you to allow them<br />

to be a part in the school”.

Salisbury, Swanage and Corfe Castle, Durdle<br />

Door and Lulworth Cove.<br />

This fantastic opportunity arose out of an<br />

introduction by the Japanese Foundation to Keio<br />

in February 2016 and proved to be the most<br />

wonderful time for <strong>Cranford</strong> students. We are<br />

all set to repeat the experience next year with<br />

more Japanese learning before we go (がんば<br />

ってください pronounced “gambatte kudasai”<br />

it means “keep at what you’re doing, no matter<br />

what”).<br />

Philip Dobison<br />

(Assistant Head of School - International Relations)<br />

“The fact that there was hardly any<br />

internet and that there were only<br />

a few pupils who spoke English<br />

forced us all to interact with<br />

each other and through this we<br />

met new people, both English<br />

and Japanese students”.<br />

Zahra Sadiq (year 11)<br />

“My experience with the Keio<br />

University Junior High School, Tokyo, Japan was truly<br />

amazing and a fantastic opportunity to socialise and make<br />

friends with new people who had a completely different<br />

lifestyle to me… This was genuinely a memorable trip and<br />

I hope to keep in contact with them and see them again”.<br />

Karamveer Tamna (year 11)<br />

In<br />

conjunction with City Capital College Group and specifically with Westminster Kingsway<br />

College, <strong>Cranford</strong> hosted 11 South Korean teachers over two weeks in November 2017, so<br />

that they could see first-hand how lessons are taught here. The Korean teachers also turned their<br />

hand to a PSHCE lesson on Korean culture, which ranged from fan making leading to a Korean fan<br />

dance, to eating with chopsticks, from calligraphy to gonggi (jacks in the UK) and jegichagi (foot<br />

shuttlecock). The feedback was very positive from both Korean and <strong>Cranford</strong> staff.<br />

One teacher said:“I found the whole process useful”.<br />

South Korean teachers working<br />

alongside <strong>Cranford</strong> staff<br />

“It was a great opportunity for me to discuss the ways that some mathematical concepts are taught at schools in<br />

Korea”.<br />

“These visits have a huge impact on the children’s understanding of being global learners”.<br />

Philip Dobison (Assistant Head of School - International Relations)<br />


Internationalism<br />

Korean Government Invitation Programme for<br />

Students from Partner Countries 2017<br />

orean Government Invitation<br />

The KProgramme for students<br />

studying Korean from partner countries was a<br />

ten day programme. Having learnt the language<br />

for a year at school and independently, I joined<br />

over 120 students from 50 countries. We stayed<br />

at Gyeongsang National University (GNU) and I<br />

knew was prepared to take full advantage of the<br />

opportunity and advance as a passionate learner.<br />

Before the opening ceremony we spent the day in<br />

Seoul, visiting the Namsan Tower and Myeongdong,<br />

a major shopping street. Heading to Myeongdong,<br />

the shopping hub of Seoul, we shopped for the<br />

latest Korean fashion clothing, skincare and so on<br />

and I was treated to bingsu (Korean shaved ice).<br />

The opening ceremony was held by the National<br />

Institute for International Education (NIIED)<br />

where we enjoyed various performances by a<br />

Korean pop group and a traditional band.<br />

Then I was introduced to my roommate with whom<br />

I became close friends, indeed after one day, we<br />

had all become good friends. We started our stay in<br />

Jinju with a campus tour, lectures, visits to various<br />

industries such as Korea Aerospace Industry and<br />

Doosan Heavy Industries and other surrounding<br />

universities. During the week, we visited many<br />

historical sites: Songgwangsa temple, a filming<br />

site and Naganeupseong folk village where friends<br />

and I wore traditional Korean attire called hanbok.<br />

My first week in Korea was coming to an end and<br />

homestay had begun. The Kang family was very<br />

welcoming and helped me experience the authentic<br />

daily life of a Korean with an early morning visit<br />

to a traditional street market with fishmongers on<br />

every street corner and a variety of Korean street<br />

food stalls to choose from. The homestay was an<br />

amazing and valuable experience.<br />

During the second week, we went to more ancient<br />

temples, were taught how to play the traditional<br />

Korean drums in a form called salmunori, explored<br />

Shilla Millennium Park which is used to preserve<br />

the Shilla period and is also used in many dramas,<br />

practised taekwondo, explored Jinju castle as<br />

well as a trip to Gyeonghae Girls High School.<br />

I learnt more about Korea’s education system<br />

with the visit to the high school and enjoyed<br />

the lessons I participated in where we listened<br />

to class presentations, played Korean games,<br />

enjoyed ice cream and experienced the difference<br />

in approaches to education.<br />

The farewell ceremony marked the end of the<br />

programme and was an emotional celebration<br />

of how much we had achieved individually and<br />

as a team with a certificate of completion and<br />

achievement ceremony.<br />

The KGIP was an amazing programme which I<br />

will never forget. It has inspired me to continue<br />

my Korean studies and I hope to return to Korea<br />

as an advanced learner. The Korean Government<br />

Invitation Programme for Students from Partner<br />

Countries 2017 was a fantastic opportunity, one I<br />

will cherish for many years to come.<br />

Ayisha Mahmood (year 10)<br />


Year 8 Giving to the<br />

Community<br />

In<br />

the autumn term year 8 students<br />

were tasked to think about<br />

how they could do something<br />

for others and help the community. An<br />

opportunity arose when we were invited<br />

to visit a local Care Home to spend time<br />

with the elderly and give back something<br />

to the community. Students were<br />

selected to represent the year group on a<br />

Wednesday afternoon during W Factor.<br />

During their visits they played board<br />

games and quizzes with the residents<br />

and just spent time listening and talking<br />

with them.<br />

In addition, the whole year group decided<br />

to do a collection of Christmas presents<br />

for those in the local hospital and 15<br />

students were selected to represent the<br />

year group to visit and play Santa’s elves<br />

giving gifts to patients of all ages to<br />

spread a little Christmas cheer. We were<br />

overwhelmed with the number of gifts<br />

donated by the students.<br />

All the students involved said they were<br />

delighted by the response they received<br />

both at the care home and at the hospital.<br />

I am extremely proud of my year group<br />

and the way they engaged with this<br />

initiative and showed how generous our<br />

students can be to those less fortunate<br />

than themselves.<br />

Randeep Sidhu (Head of Year 8)<br />

Little Elves Trip to<br />

deliver Santa’s presents<br />

We reached the ward, and some of us got<br />

to visit some children that were just born.<br />

Because I am an identical twin I got to<br />

visit some new born twins and saw their<br />

two small hands. I didn’t want to disturb<br />

them so I just left the present next to<br />

their cot as the mother said;” Thank you<br />

Santa”, I said; “No problem you guys are<br />

on the good list”. In the end I was happy<br />

because when everybody is happy there<br />

are always happy endings.<br />

Hiba Raza (year 8)<br />

Visit to Norwood Green Care Home<br />

Last term for our W Factor, 14 selected students from<br />

year 8 made several visits to the Norwood Green Care<br />

Home. We were anxious to see how the residents<br />

would react to so many school<br />

children but when we had<br />

arrived we were greeted by<br />

lovely staff and the bright<br />

smiles given to us by the<br />

elderly warmed the room. At<br />

the care home we played a<br />

‘get to know you game’ where<br />

we rolled a dice, looked at<br />

a question corresponding to<br />

the number rolled and then<br />

answered it (for example,<br />

what’s your favourite TV<br />

show?).<br />

Over the weeks we made a<br />

few visits and this lightened<br />

the residents’ days as they<br />

rarely have visitors. We learnt that<br />

some of the residents living at the care home had<br />

dementia; this meant that when we went back to visit the<br />

following week, they had forgotten who some of us were<br />

or who our teachers were. This was something that some<br />

of us weren’t used to seeing, however, both students<br />

and the residents made an effort to get to know each<br />

other again. It was an amazing experience<br />

visiting the care home, mixing<br />

with the older people which is<br />

something that doesn’t happen<br />

that often in today’s society. ​<br />

Shamaila Baig (year 8)<br />

Going to the Care Home was a great<br />

opportunity. I got to meet people a lot<br />

of new people and enjoyed being out of<br />

my comfort zone. At first we were a bit scared<br />

as we were not used to the environment but<br />

soon we were able to talk and interact with<br />

the elderly. I met a lady who spoke Swahili<br />

so I went home and learnt some words so I<br />

could talk to her and I loved the smile on her<br />

face when I could speak to her. I was able<br />

to interact with many people and was able<br />

to find out their story. I was overwhelmed<br />

by some stories but was happy to have<br />

the chance to find them out. Some were<br />

reluctant to speak but others were not. We played<br />

bowling with them and were able to have fun. I loved going there<br />

and would love to go again. I got much love from them. This<br />

opportunity made me want to give back to the community .<br />

Huda Sharif (year 8)<br />


On<br />

Thursday 17th December 2017,<br />

the new Creative Arts Department<br />

invited parents, staff and guests to join them<br />

in showcasing student work at their Light<br />

and Dark Festival. The event was organised<br />

as a celebration of the work produced in the<br />

new innovative creative arts curriculum at key<br />

stage 3 introduced in September 2017.<br />

The combined arts curriculum, delivered by a<br />

team of dynamic arts teachers and practitioners,<br />

offers students the opportunity to learn new<br />

skills and techniques through a variety arts<br />

experiences whilst nurturing their talents and<br />

enabling the joy of the arts to be at the centre of<br />

their learning. In addition, students have been<br />

offered a variety of enrichment opportunities<br />

to increase their arts experience and foster a<br />

greater understanding and appreciation of the<br />

arts industry.<br />

22<br />

The curriculum focus has been project based on<br />

a cross-arts theme of “My Place in the World”.<br />

Year 7 students looked at transition from primary<br />

to secondary school creating memory boxes and<br />

wish trees in art and using the memory boxes<br />

to stimulate drama pieces. Students in year 8<br />

have focused on foods and cultural recipes and<br />

the stories associated with food, plus puppet<br />

and shadow theatre, whilst in drama they have

with performances in dance, drama, music,<br />

animation, and visual art, whilst enjoying a<br />

variety of refreshments made by the students.<br />

They were also invited to add a wish to the<br />

wish tree.<br />

created animation stories alongside traditional<br />

storytelling. Year 9 students have focused on<br />

making and creating using different genres and<br />

materials in art and creating performance pieces<br />

and a festival event in drama.<br />

A wonderful evening and a great way to end<br />

the term.<br />

Jessica Joyce (Creative Arts)<br />

The Music Department has been completely refurbished<br />

with the introduction of the live room<br />

for students to create their own bands, learn to<br />

play an instrument and to rehearse and perform.<br />

The second room has been transformed into a<br />

music technology centre for the creation of their<br />

own music using REASON 9 software. Students<br />

in all years have been working on original music<br />

under the arts theme and learning to become<br />

confident musicians and performers.<br />

The Light and Dark experience enabled attendees<br />

to witness just some of the work produced during<br />

the term through a promenade theatre experience<br />


Presentation Evening 2017<br />

An Uplifting and<br />

Inspiring Evening<br />

<strong>Cranford</strong> Community<br />

College’s Annual Presentation Evening on<br />

Thursday 16th November 2017 was held at the<br />

Riverside, Bath Road. This was a new venue for our awards<br />

evening, but a fitting setting for such a prestigious event in<br />

our school calendar. The evening was a huge success with<br />

recipients of awards sitting down to celebrate with parents,<br />

staff and guests to a meal and entertainment.<br />

The uplifting and inspiring awards evening was hosted by<br />

the 6th Form Leadership Team Jessica Atouguia (Head Girl),<br />

Aadil Awan (Head Boy), Ali Hussen (Deputy Head Boy), Zala<br />

Amiri (Deputy Head Girl), Malika Ali (Deputy Head Girl)<br />

and Mustafa Ahmed (Deputy Head Boy). There was a<br />

really positive buzz from the evening where all celebrated<br />

the success of current and past students. Awards were<br />

presented by our guest speaker Sharon Stockman who has<br />

worked in a variety of social worker settings and gave an<br />

inspirational speech about her life and dealing with the<br />

challenges of being blind, however, her guide dog Clover<br />

stole the lime light being a different type of guest to our<br />

awards. Awards were punctuated by performances by the<br />

school band and the Shakespeare in School group from<br />

year 8 performing an extract from “Twelfth Night”.<br />

A special award, The Pride of <strong>Cranford</strong> Award, was presented to Tejinder Purewal,<br />

year 11 for his outstanding act of community service and the Rod Lewis Award<br />

went to Dinnie Heroe, for her work in the Three Bridges.<br />

The new setting of the Riverside and the inspiring stories of those receiving awards<br />

brought a different and exciting dynamic to what is always a wonderful evening<br />

which everyone enjoys.<br />

Kevin Biggs (Assistant Headteacher)<br />


On<br />

Wednesday <strong>March</strong> 29th,<br />

2017, Tejinder Purewal<br />

then in year 10, arrived late to<br />

school with a rather unusual excuse.<br />

He claimed to have been helping an<br />

elderly gentleman who had collapsed<br />

near the Munchies restaurant on the<br />

Bath Road. His punctuality is not<br />

exactly perfect so questions were<br />

asked and details confirming his story<br />

emerged later that day after contact<br />

from the local police and ambulance<br />

services and a few weeks afterwards<br />

from a local family.<br />

Tejinder, supported by another<br />

<strong>Cranford</strong> student, administered CPR<br />

to a gentleman who had suffered a<br />

heart attack. Tejinder stayed with<br />

Mr Antonio<br />

Fernandez for 30 minutes until the<br />

ambulance arrived and amazed<br />

witnesses (including the staff of a<br />

neighbouring pharmacy) with his<br />

determination and expertise.<br />

Having practised his first aid skills at<br />

school, as well as with the local army<br />

cadets with whom he trains, Tejinder<br />

put his knowledge and training into<br />

powerful effect and there is no doubt<br />

he played a crucial role in saving the<br />

life of a member of our community.<br />

Tejinder has already been recognised<br />

with a national paramedic award<br />

but today we honour him with a new<br />

award donated by Mr Fernandez and<br />

his family – ‘The Pride of <strong>Cranford</strong>’<br />

Award.<br />

Mr Fernandez recently turned 80 and<br />

I am absolutely delighted to welcome<br />

him and his family here tonight to<br />

celebrate Tejinder’s remarkable<br />

achievement with us. Mr Fernandez<br />

will present Tejinder with an<br />

individual medal and I would also like<br />

to invite up Ms Priscilla Ledlie, our<br />

own Pastoral Manager for year 13 and<br />

medical officer, who has personally<br />

been involved with Tejinder’s first aid<br />

training both in school and as part<br />

of the 192 Heston Detachment of the<br />

army cadet force, to present him with<br />

the inaugural ‘Pride of <strong>Cranford</strong>’<br />

shield which will go on prominent<br />

display in the school and become, at<br />

the request of Mr Fernandez and his<br />

family, a new award.<br />

Citation for the award by Rob<br />

Ind (Head of School)<br />

The<br />

Rod Lewis<br />

Award has<br />

been generously donated by his wife<br />

and longstanding member of the<br />

Academy Trust, Jenny Lewis and their<br />

daughter Nicole, a former student at<br />

<strong>Cranford</strong>, in memory of Rod and his<br />

many years’ service as a Governor.<br />

Rod passed away after a long illness<br />

in February 2010.<br />

This award has been created<br />

to recognise either a group or<br />

individual adult or student, who has<br />

made an exceptional contribution,<br />

or achieved something exceptional<br />

which has added to the success of the<br />

school, its pupils and/or the whole<br />

school community.<br />

From talking to people about Rod, I<br />

think one of the things they always<br />

remember is how incredibly positive<br />

he was about students and their<br />

achievements, about staff and the<br />

school and in life in general. When<br />

perhaps other people would have<br />

given up and isolated themselves from<br />

the world, Rod was still<br />

wanting to stay involved,<br />

coming into school and sharing his<br />

wisdom and wit with the school and<br />

the whole community.<br />

So the winner of today’s award is<br />

entirely appropriate. She is also<br />

someone who is incredibly positive,<br />

who never gives up on young people<br />

and who, even in her busy day-to-day<br />

life always finds time for everyone.<br />

Dinnie Heroe has now been working<br />

at <strong>Cranford</strong> for four years overseeing<br />

our Three Bridges Twilight School<br />

and has worked tirelessly to develop<br />

the Three Bridges and nurture the<br />

staff and students within it. She never<br />

gives up on the young people there<br />

and will fight for them to have equal<br />

opportunity and the chance to make<br />

a fresh start, often in challenging<br />

circumstances. She works hard to<br />

broker positive relationships with the<br />

families of children at Three Bridges<br />

to ensure they provide appropriate<br />

support at home.<br />

Dinnie is also very caring and<br />

supportive towards the staff at Three<br />

Bridges and across the school,<br />

developing their confidence, abilities<br />

and spotting opportunities for growth.<br />

She is very diligent and dedicated<br />

and will always go the extra mile for<br />

anyone.<br />

Recently Dinnie has ably taken on<br />

the role of Acting SENCo at Berkeley<br />

and much like with everything else<br />

she doesn’t blow her own trumpet<br />

but gets the job done providing truly<br />

outstanding support for staff and<br />

families and being a champion for<br />

children. She is a worthy recipient of<br />

the Rod Lewis Award and I would like<br />

to now invite Jenny Lewis onstage to<br />

present Dinnie with her award which<br />

comes along with £100 to support a<br />

project of her choice.<br />

Citation for the award by Rob Ind<br />

(Head of School)<br />


Targeted Intervention Day 1<br />

Personal,<br />

Social, Health,<br />

Citizenship and<br />

Economic Day<br />

“There is nothing I wouldn’t<br />

do for those who are really my<br />

friends. I have no notion of<br />

loving people by halves; it is<br />

not my nature”.<br />

Jane Austen<br />

The<br />

Personal<br />

Development day, held on Friday 24th November 2017, was devised<br />

in light of previous learning; students worked with staff and external providers<br />

building on students’ understanding of how to be in the world.<br />

Key stage 3 students worked on building self-esteem and celebrating success. They spent time<br />

exploring how to deal with feedback both positive and less so in a variety of forms and completed a<br />

project on how they celebrate each other’s achievements. Year 7 and 8 students completed the initial<br />

assessment of the Myriad Project a piece of research conducted by Oxford University on mindfulness<br />

and resilience. They also spent time looking at relationships and explored the different feelings<br />

at different stages of relationships from initial interest and friendship to life after a relationship.<br />

Year 10 students explored the world of relationships, sex education and health. They spent time looking<br />

at relationships and consent in a variety of scenarios and then went on to find out about contraception and<br />

sexual health. During the day they also explored the impact of pregnancy and having children. Students<br />

also learnt about pornography and the internet and the misrepresentation it can create around sexual activity.<br />

Year 11 students worked on resilience looking at the impact of dealing with pressure and exploring how<br />

to cope with challenging situations. They also worked with OB Education on revision techniques<br />

and educational stamina on the run up to their mock and real exams.<br />


“It was really interesting learning about<br />

pregnancy, I found it so stressful doing the<br />

shopping list whilst a baby was screaming”.<br />

(year 10 student)<br />

“The idea of a lifelong<br />

commitment to somebody<br />

because of photographs<br />

taken and posting them<br />

was interesting and<br />

something I had not<br />

thought about”.<br />

(year 9 student)<br />

6th form students explored a variety of topics including looking at relationships<br />

and in particular how to deal with negative or risky relationships. They explored the<br />

impact of fertility issues around conceiving and researched adoption and fostering as<br />

alternatives ways to become parents. The students also considered the issues around<br />

pornography. Both year 12 and 13 students examined mental health issues and in<br />

particular looked at the impact of resilience and being proactive in looking after your<br />

mind. The day for year 13 students was designed around looking at what happens<br />

after school has finished and leaving home. They spent time working on finances and<br />

budgeting and cooking for themselves. Some students used the time to work with tutors<br />

to complete their UCAS application where others spent time exploring apprenticeships.<br />

The day proved to be hugely valuable. It enabled students to engage in meaningful discussions on<br />

topics that affect them in their daily lives and to gain a greater understanding of how to adjust to<br />

this ever changing world.<br />

Kevin Biggs (Assistant Headteacher – PSHCE)<br />


End of Term<br />

Celebrations<br />

Our<br />

end of term assembly on<br />

Friday 15th December <strong>2018</strong><br />

adopted a concert format. There were two<br />

fantastic shows put on to celebrate the<br />

end of term with bands from years 7,<br />

8 and 9 sharing their musical talents with<br />

some songs being written by students.<br />

The 6th Form Leadership Team hosted the<br />

concert with great skill and humour.<br />

Mr O’Hare started the proceedings<br />

with a rap he had written about school<br />

which the students appreciated. The<br />

year 9 W Factor Street Dance group<br />

also moved the audience with their<br />

fast-paced and exciting routine. The<br />

two performances by staff at the<br />

end of the concert brought<br />

the house down with<br />

Mr Ferreira singing<br />

“Havana” by Camila<br />

Cabello followed by<br />

“I wish it could be<br />

Christmas” by Wizard:<br />

a very entertaining end<br />

to a fabulous concert.<br />

Kevin Biggs<br />

(Assistant Headteacher)<br />

28<br />

“<strong>Cranford</strong> <strong>Review</strong>” is a regular printed publication either available to download in digital format at “www.cranford.hounslow.sch.uk/newsletters-publications”<br />

Editor-in-chief: Jessica Joyce | Graphic design: Enzo Gianvittorio | Printed by: Cleverbox.co.uk | Copyright © <strong>Cranford</strong> Community College - <strong>2018</strong>

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!