Cranford Review 2021

World Class Student:
Winner Character of the Year 2021
My
Form tutor approached me with the opportunity of being
a World Class student. ‘World Class’ was enough to draw
me in and I quite blindly put my name down for the chance and in my
defence, World Class is a seductive title. Characteristics of the ‘World
Class Student’ were organised into areas and fields which students
were put into. Each student had their respective field or several to
provide evidence in how either their day-to-day or previous actions
would suffice as proof that they have validated themselves as World
Class in their respective field. My allocated field was commitment to
achievement and that was further subdivided into several more sections
for which I had to provide evidence: for example, my ability to adapt
my strategies, being able to communicate efficiently with varying
demographics and an area of specialised talent.
This opportunity caused me to do something I have rarely ever done
before. Was it practicing the ability in proving myself and evaluating
my ability to provide sufficient evidence? Sure, in some way – but for
me, personally, this caused me to stop. To look around my room and
try to collect certificates and memorabilia that I never stop myself to
do. Though often it appears vain and narcissistic to look upon your
achievements and past glories, I believe this proved to me that it is
not the case. Being proud of your work is essential to perpetuate you
further into excellence through careful planning, re-evaluation and
determination.
I would advise all students to stop just for a moment. Take a productive
break by basking upon the fruits of your labour. Admire your work yet
know not to grow complacent and continue to strive further, continue
to aim to be World Class and continue further.
Prem Pun (year 10 - WINNER for the Character of the Year Award 2021)
MWL - MODERN WORLD LANGUAGES
Year 7
“About Me” Booklet
This summer term, our year
7s created an autobiographical
booklet in Spanish and German.
The content was based on their
learning throughout the year and
was a means of consolidating
their knowledge. Lessons took
the form of revising the specific
language and structures, which
accumulated in the production
of different pages of the booklet.
Inside, students described
themselves and their families,
both their personalities and
physical appearance, all in the
target language. They expressed
their opinions about artists and
their hobbies, using intensifiers
and comparatives to create more
sophisticated content. Other
topics included talking about
pets and their favourite animals.
Students were encouraged to get
creative and include drawings
and pictures of themselves. It
proved very popular among the
students, who were committed to
creating linguistically accurate
yet exciting target language
booklets which they can keep
forever.
Above are some examples of the
students work.
Hope Eley (Modern World
Languages Department)
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