Cecil Jones Academy, Eastern Avenue, Southend on Sea. Essex SS2 4BU

Tel:01702 440000 www.ceciljonesacademy.net

Week ending:

15th January2021

Welcome to the latest edition of our weekly newsletter.

Firstly, I would like to congratulate all the students who are working so hard to complete their online learning or are in school with us

working at present. The standard of work and engagement has been very high. Keep it up, even when you are tempted to hit snooze

on your alarm.

Secondly, can I thank the many parents and carers who have sent an email to enquiries@ceciljones.net with messages to thank the

staff who are in school each day supervising the ever increasing number of students that we have on site, and to the teachers who are

facilitating the remote learning.

Thirdly, many examples of the work produced can be found in these newsletters. I would also like to however, draw your attention to

the weekly Art and Design and Technology newsletters that are on our school website.

Finally, Wednesday 27th January is Safer Internet Day 2021. As we find ourselves in another national lockdown and remote learning

again, it is important to know and understand the risks to young people spending more and more of their time online.

If you would like more information and tips on how to keep your child/children safe online please visit these web links;

https://www.saferinternet.org.uk/safer-internet-day/2021

https://www.thinkuknow.co.uk/

https://nationalonlinesafety.com/

As we enter the weekend, please remember to follow all government guidelines and rules for everyone's safety.

Stay safe,

Mr Micek

LOCKDOWN WITH

THE JONESES

Online safety whilst remote learning

Childhood diabetes—Would you

know the signs?

Undiagnosed Type 1 diabetes in children

requires urgent medical attention.

If your child has ANY of the main symp-

toms of Type 1 diabetes please make an

urgent GP appointment or contact the

Out of Hours service. The main symp-

toms are known as the 4 Ts – Thirst, Toi-

let, Tiredness, Thinner. If you notice

your child is thirsty or using the toilet

more frequently, is always feeling tired,

or has lost weight recently, seek imme-

diate medical advice.

NHS services are very well equipped to

look after children safely if they are un-

well. Please do not delay seeking medi-

cal advice because of Covid-19.

There is more information available

here:

https://www.diabetes.org.uk/diabetes-the-basics/diabetes-symptoms

https://nationalonlinesafety.com/guides/10-top-tips-remote-learning-for-parents

https://nationalonlinesafety.com/guides/10-top-tips-remote-learning-for-children

https://nationalonlinesafety.com/guides/new-devices

https://www.diabetes.org.uk/diabetes-the-basics/diabetes-symptomshttps://www.diabetes.org.uk/diabetes-the-basics/diabetes-symptoms

Year 8 have been researching the Latin American tradition of the Day of the Dead. Here are some, of many, excellent examples of their work.

‘The writer makes the reader feel sympathetic for the narrator.’ To what extent do you agree?

I agree strongly with the statement and the writer achieves this in a number of ways.

This section begins with pathetic fallacy, to forge a dark and unnerving atmosphere for our unsuspecting protagonist. The first im-

pression of the narrator the reader gets is that he is confused, just as the reader is. He tries to find his way through the “gloom”,

but he struggles to tell if his senses are betraying him when he encounters a vision of animals, but he thinks it was “crafted by rain

and shadow.” The writer gives the reader a familiar setting, a storm, that immediately conveys the panic and danger of the protag-

onist’s predicament. It makes the scene relatable, so it is easy for the reader to sympathise. The use of personification when de-

scribing the narrator’s vision to be “crafted” by the storm gives more personality to the weather and allows the reader to have

something to fear; something to direct their opposition towards – an antagonist. Having a mutual enemy easily coerces the read-

er’s sympathy directly towards the narrator. The adjective “gloom” stands out specifically because it has emotional connotations:

misery and melancholy – gloomy. This opening creates a connection between the reader and the narrator, so later scenes will be

more effective.

Furthermore, the narrator continues his search for answers and the descriptions of the storm’s effects gets closer and more dan-

gerous. The “ship shook” followed by a “monstrous metallic burp” which scares the narrator; the alliteration makes the sentence

flow smoothly and so creates a feeling of a faster pace. The repeating sounds in “ship shook” emulate the sound of gushing waves,

building a more vivid mental image in the reader’s mind. A better picture of the scene means the reader can have a deeper under-

standing of the narrator’s situation, which makes it easy for the reader to relate their own experience to the narrator’s, so the sce-

ne begins to feel more personal. But, following this, the writer uses the adjective “monstrous”. It gives the reader a sense of scale

and the idea of the fear instilled in the narrator by the sound of what could potentially be a wild beast. The writer’s use of tech-

nique here further develops the established sympathy by creating a more hazardous situation and sense of urgency.

In addition, the narrator asks questions as the scene becomes more hectic; “what was it?” when he hears the noise. Could it be

“oncoming death?” Rhetorical questions encourage the reader to ask their own questions and shows a desire to understand. This

development in characterisation now communicates the narrator’s curiosity and fear. The mention of “death” is a terrifying pro-

spect, but shows the reader that the narrator understands the danger of his situation. Having a protagonist in a threatening situa-

tion is a fast way to earn reader sympathy, but making them competent and logical enough to make believable assumptions can

make that sympathy much more genuine.

Finally, when the narrator finally finds the crew, it’s a moment of “gratitude and relief”. Both nouns have positive emotional con-

notations – the narrator has found some comfort in the moment and those emotions reflect on to the reader. The narrator is open

and confides in the crew; he tells them he is “scared” and “worried about [his] family.” The emotive language will quickly appeal to

the reader’s sympathy and the introduction of a “family”, and the thought they are in danger immediately bolsters this. Most peo-

ple can understand worrying about loved ones and the thought of them in danger is a terrifying idea – so the reader sympathises.

To conclude, the writer uses emotional vocabulary and techniques such as rhetorical questions or alliteration the create a devel-

oped understanding of the character and scene for the reader, offering small, relatable moments in the much larger, less relatable

setting that encourages the reader to feel sympathy for the narrator.

Alice Lind O’Mara

Year 11

The examination answer below shows how Year 11 students studying GCSE English can use an extract, evaluate the

language used and its purpose.

History—Rebecca Peel Year 8

100%

Maths—Oscar Rawsell Year 7

Geography Tasha Adams—Year 9

More examples of excellent work submitted on Google Classroom

Geography research expertly done by Ope Adewole Year 9

Write a summary of the differences between Lisa Goodwin’s parents and the parents of the Victorian street sellers. 8 marks Firstly, the family background of the girls is different, in Source A the girl seems to have caring parents, “like most sensible parents they thought I was joking”. This suggests whilst her parents didn’t take her seriously at first, her business still had support from the beginning, she had her parents to rely on. On the other hand, in Source B it states that, “mother had been dead for just a year this month”, this emotive language automatically makes the reader feel sympathy. This also suggests how the girl in Source B had been through a lot of struggles. This may suggest that because the girl in Source A has parents that could support her in every way possi-ble there was a more likely chance she would succeed, however because the second girl was ‘alone’ it shows that she had no one to help her and support what she wants to do – it was inevitable that she would struggle. The sources also show the parents differing financial situations, as in Source A, the parents invested in their daughter’s business, “thanks to my parents’ initial investment”. This shows that the parents are wealthy enough to take a chance on her. The father also “quit his job entirely”. If they were not financially stable they wouldn't have been able to take that risk of losing a stable income. The fact that the father did so conveyed their wealth. In Source B it is completely different, the family barely makes anything. They can-not even afford to buy candles to light the house. Sometimes the child’s “father came home and made nothing”. They had to “go to bed early to save the fire and candle”. This therefore conveys their poverty. Lastly, there is also a difference between the parents’ choices and options when it came to their children working. In Source A, the parents didn't take the daughter seriously about her desire to set up a business “they thought I was joking”, this may suggest that the parents didn't need the daughter to work because they were financially stable enough without her. It also shows that they con-sidered her silly and naïve. However, in Source B, the child was “send out to sell nuts” and this was because the child wasn’t working because she had a desire to but was forced to as her family financial situation was very bad and her parents were not making enough money to be able to support her. By Ayesha Kamaly 11x2

Another excellent example of a GCSE English examination style question submitted as part of a student’s online learning.

Post 16 news update

Don’t forget the brand new 6th form open evening is now on the Cecil Jones Website. Feedback has been really positive with 6th

Form applications being received daily from our Year 11 students.

One student said, “ I found it really helpful because there was lots of information about each of the subjects individually and I

thought it was really well put together”

So have a look for yourselves here:

https://www.ceciljonesacademy.net/6th-form-virtual-open-evening-2020/

What else is going on in 6th Form?

This week we have been thinking ahead of the cold and wet January days and starting to introduce our students to the opportu-

nities available to them at the end of their A-Levels. Year 12 students have been offered the opportunity to attend Virtual open

days with Goldsmiths University, a fantastic opportunity to explore life at university ahead of this summer when UCAS applica-

tions begin.

Russell Group – Introduction

We have also been discussing “The Russell Group” universities. Do you know what The Russell Group is?

The Russell Group represents 24 leading UK universities, they believe people and ideas are the key to meeting global challenges.

Through world-class research and education, the Russell Group are helping to create a dynamic economy, stronger communities

and a better future for the UK.

What is it?

Students have been invited to the “Meet the Russell Group” – Webinar

How to apply to Cecil Jones 6th Form:

Via the Google Classroom year 11 page – under

6th Form and onwards.

Email – sixthformapplications@ceciljones.net

Hand into the main reception

https://www.ceciljonesacademy.net/6th-form-virtual-open-evening-2020/mailto:sixthformapplications@ceciljones.net

When is it?

Wednesday 10 February 2021 from 12:00 - 19:00. The schedule has been extended this year to allow students even more time to

explore, there will be a new webinar line-up, and each university will have virtual campus tours to explore too.

Action

So, please make sure your son or daughter attends – its simple just follow the link below & book a free place today https://russellgroup.vfairs.com/

Year 13

Year 13 students have continued working remotely via Google Classroom following their timetable, this is the same for all students

in Cecil Jones.

Subject in Focus: Here is a little insight into some of the work being completed by students of A-Level Geography.

Year 12 and 13 Geography students are currently showing just how resilient and independent they can be by completing their NEA project. With guidance students have written a geographical question to investigate at Walton on the Naze. Despite Covid-19 stop-ping the field trip they have managed to use their research skills to find secondary data and use GIS and mapping systems to evalu-ate erosion rates, direction of longshore drift and make environmental quality surveys. This week, the students have started presenting their data in a variety of charts, graphs and annotated maps to analyse and begin to prove or disprove their hypotheses. Well done guys! Keep working hard on your projects.

2021 Film Review Competition

We are giving budding historians an opportunity to critique or praise their favourite historical films through our 2021 competition. Prizes will be awarded for the best judged by a panel of Historians. In order to enter you are required to provide the following:

A one A4 (maximum) page review of your favourite (or least favourite historical film)

It must include a discussion of:

• The name of the film, the director, and the principal actors

• An explanation of what you can expect to see in the film (what event/person is depicted)

• The level of historical accuracy,

• The quality of the acting

• The quality of the cinematography

• Your personal feelings about the film

CLOSING DATE: FEBRUARY 12TH 2021

https://russellgroup.vfairs.com/https://russellgroup.vfairs.com/

Student of the Week

Year 7– Eden Bright

Year 8—Erolla Berisha

Year 9– Thomas Taylor

Year 10- Izzy Clark-Gates

Year 11– Levi Clutterbuck

Post 16– Anastasija Ilgaca

Well done to you all for your hard work and commitment to

your studies.

Will your name be here next week?

I'm sure we would all agree Connie Ray's art piece is outstanding. Can you produce work like this?