Hello and welcome to this week’s edition of the Wildern Weekly. My name is Brett Milburn and I am the Director of Progress and Achievement for Year 11.

 

I have already enjoyed being at Wildern for nearly 10 years and a massive highlight has been leading year 11 as Director or Progress and Achievement since they joined us in year 7.

 

I am always keen to share how proud I am of each individual in the year group particularly as we strive to make the most of our final time on our Wildern journey together . Our Motto throughout Wildern has been ‘dream big, stay positive, work hard and enjoy the journey’ and this is something that I have been passionate about following together.

 

Despite the obvious hurdles over these years year 11 have shown incredible determination to overcome these and still amaze me with their accomplishments, be it from extra curricular activities such as Dance Live and the school production to what they achieve in their everyday learning.

As a Science teacher I am passionate about students learning about the world around them. With so much knowledge of what is happening in the world it is really important for our young people to understand as much as possible to inform their ideas and choices. It is always a joy to be able to teach the brilliant young minds we have here at Wildern.

  In this issue...  

Dates for your diary,       Communications,       Reminders,        90 years of Wildern,

Spotlight ( Education for Life & Student Leadership ),     Keeping safe ( Eating Disorders Awareness Week  )

Hot food menu,       Sports results & fixtures,       Extra-Curricular,       E-Safety

In 1953, there was an update about where students went after leaving Wildern. Here are some of the places they went on to:

 

Milkman, Oliver’s shoe shop (see photo), Stoker Mechanic, Typist, Cowman, Builder, Bricklayer, Fireman, Army stationed in Egypt, Apprentice Mechanic, working in Pirelli’s, RAF, working at the House of Commerce, Toronto Canada, Lyric Laundry

Education for Life this half term

This half term we are revisiting the theme of ‘Health and Wellbeing’. 

 

All Year groups

Students will be looking at a variety of whole school and national events that link into the theme of Health and Wellbeing. These include:

• Lockdown and Fire Procedures
• World Book Day
• Science Week
• Feedback

 

Please see below for a brief outline of what each year group will be studying in their Education for Life lessons and Tutor sessions this half term:

Year 7:  Health and Puberty

In this unit students will be exploring how to maintain a healthy lifestyle to ensure both physical and mental health during puberty. They will focus on the importance of eating healthily, completing regular exercise and having a good bedtime routine. Students will also explore the issue of FGM, what the law says about this and where to access help and support if required.

 

Year 8: Emotional Wellbeing

In this unit students will explore issues surrounding self-esteem and body confidence. They will investigate what can impact their self-esteem and be provided with positive ways of boosting their self-esteem that support them in dealing with pressures from social media and their peers.

 

Year 9: When I grow up - Living in the Wider World Theme

‘When I grow up’ allows students to begin thinking about careers and life choices. Students will consider what they think they need to be happy and reflect on their dreams for the future. They will also explore the costs of moving out, possible jobs and skills required, and begin thinking about how to budget their money effectively. Finally, they will explore the positives and negatives of renting and buying a house. Year 9 are completing a different theme to the rest of the school so that it links in with their Careers Skills Day in March.

 

Year 10: Exploring Influence

Students will gain an understanding of the law surrounding drugs and alcohol, along with the different types of drugs. Students will explore the concept of addiction and where to access help and support for this as well as the effects of drugs on individuals and others. An important part of this unit focuses on managing risk and staying safe which explores influences in relation to gangs and knife crime.

 

Year 11: Independence

This unit allows students an opportunity to explore what risk taking means and how the teenage brain affects this. It builds upon students' prior lessons about drugs and explores the law surrounding drugs including cannabis, new psychoactive substances and the most dangerous drugs. Students will explore the concept of addiction and where to access help and support for this as well as the effects of drugs on individuals and others. Students will also complete a refresher on emergency first aid as a part of this unit equipping them with a skill for life. 

Prefect and Head Student Applications - last week saw the closing deadline for the next Prefect cohort and Head Student team. We are excited that by the end of this term, the new team will have been interviewed and chosen and will be ready to begin their new roles after Easter! Our current team has been fantastic and we are looking forward to seeing what quality this next year group will bring to improving life at Wildern!

 

Transition Leaders - At Wildern we have two designated teams of students (one each from Key Stage 3 and 4) that aim to make student’s transition into Wildern as smooth and positive as possible. These are led by lovely Mr Berreen and Miss Dellow. Over the next week or so, the new transition leaders who have been recently appointed will be receiving their training ready to make the upcoming Year 6s have the best transition experience and become well established here.

Eating Disorders Awareness Week - 27 February to 5 March

It is estimated that 1.25 million people in the UK have an eating disorder. Anybody can be affected regardless of their age, gender, weight or background. 25% of people with eating disorders are male. By educating others about eating disorders we can inspire change and support sufferers and their families.

 

“The most important thing to know is that recovery is possible at any age with the right tools, skills, and support. With treatment, many people fully recover,”

 

What are eating disorders? 

 

Eating disorders are problems that affect a person’s eating behaviours as well as their attitudes and feelings about food — and about their body. They affect a person’s mental health and can cause serious harm to a person’s physical health. Common types of eating disorders are anorexia, bulimia, binge eating, and avoidant/restrictive food intake disorder (ARFID).

 

What are some of the potential signs of an eating disorder?

What to do if I am worried about my child?

• Talk to them about it with no judgement
• Avoid talking about their appearance even if to make a ‘nice’ comment
• Be aware that they many deny they have a problem and try to keep it a secret
• Go to see you GP - make notes of your main concerns to take along with you 
• Get support from family, friends and school
• Avoid discussing people's diets or weight problems. 

Where can I find more information?

• Beat Eating Disorders
• Young Minds
• Hampshire CAMHS
• NHS Advice for parents

Please remember, they can adapt the majority of meals to any dietary needs if they know in advance (your child can speak to them by visiting the kitchen before 8:30am that day). Main/grill vegetarian options are always available - just ask Dan and his team. 

If for any reason a club is cancelled, the Library is open until 5pm Monday-Wednesday, and until 4:30pm on Fridays.

What Parents and Carers Need to Know about Artificial Intelligence (AI) Solutions

 

Artificial intelligence is increasingly becoming a part of modern life and, for all intents and purposes, isn’t something we can shy away from. The explosion of ChatGPT, for instance, has brought this kind of technology into a more purposeful context, with millions now using the language model to help solve problems, write computer code or even complete their homework. 

 

So how do artificial intelligence solutions work exactly? What kind of risks do they bring? Will they eventually negate the need for certain job roles, particularly in the creative industries? Our #WakeUpWednesday guide this week explains what AI solutions are and suggests ways parents and carers can support children to use the technology with an open mind. In the guide you'll find tips on a number of potential risks such as inaccurate information, reinforcing stereotypes and what impact the technology might have on children’s creativity and problem-solving skills.